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Impact of Information and Communication Technology on Academic Achievement for Exceptional Student Education Inclusion Students.

机译：信息和通信技术对特殊教育学生的学习成绩的影响。

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摘要

Students with disabilities are less likely to graduate from high school and tend to score lower on standardized tests than their general education peers. Although use of Information and Communication Technology (ICT) can improve these outcomes for traditional students, it has been unclear whether its use positively affects learning gains for the inclusion student. The purpose of this study was to determine if the academic test performance of 5th grade ESE inclusion students was enhanced by implementing ICT as a curriculum resource in their classrooms. Two frameworks provided structure for this study: the theory of social constructivism and the capability approach. The study population consisted of all 5th grade ESE inclusion students in 74 school districts in one southern state. Data sources were the state's annual assessment scores for English language arts (ELA) and mathematics. Data were analyzed using 2 Mann Whitney U tests to compare ESE inclusion students' assessment scores in the 2nd year of testing as compared to the 1st year of testing (2015--2016 as compared to 2014--2015). The findings of the study revealed no significant difference between the ESE inclusion students' scores in the 1st and 2nd years for ELA and math scores even with ICT used as a resource. This outcome impacts social change by answering a question about whether ICT made a difference as used, and indicates that other studies must be done to better understand why ICT was not successful or how it can be used to significantly improve inclusion student outcomes.
机译：残疾学生不太可能从高中毕业，并且在标准化考试中的得分往往低于普通教育同龄人。尽管使用信息和通信技术（ICT）可以改善传统学生的学习成绩，但尚不清楚使用信息和通信技术是否会积极影响融合学生的学习成果。这项研究的目的是确定是否通过在教室中实施ICT作为课程资源来提高5级ESE入学学生的学业成绩。两个框架为本研究提供了结构：社会建构主义理论和能力方法。研究人群包括南部一个州的74个学区的所有5年级ESE入学学生。数据来源是该州对英语语言艺术（ELA）和数学的年度评估分数。使用2个Mann Whitney U检验对数据进行了分析，以比较第二年考试与第一年考试（2015--2016年与2014--2015年相比）的ESE入学学生的评估分数。研究结果表明，即使使用ICT作为资源，第一年和第二年的ESE入学学生的ELA分数和数学分数也没有显着差异。这项结果通过回答有关ICT是否能如常使用产生了影响的问题而影响了社会变革，并表明必须进行其他研究以更好地理解ICT为什么不成功或如何被用来显着改善包容性学生的学习成果。

著录项

  • 作者

    Marcino, Patricia.;

  • 作者单位

    Walden University.;

  • 授予单位 Walden University.;
  • 学科 Educational technology.;Elementary education.
  • 学位 Ph.D.
  • 年度 2018
  • 页码 148 p.
  • 总页数 148
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 建筑科学;
  • 关键词

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