PERCEPTION OF PERCEPTION OF COMPUTER-BASED COMPUTER-BASED INSTRUCTION SYSTEM INSTRUCTION SYSTEM IN SPECIAL IN SPECIAL EDUCATION: High school EDUCATION: High school teachers and students teachers and students viewsviews

(1)



Hsin-yu Chiang, ScD, OT Hsin-yu Chiang, ScD, OT

PERCEPTION OF PERCEPTION OF

COMPUTER-BASED COMPUTER-BASED

INSTRUCTION SYSTEM INSTRUCTION SYSTEM

IN SPECIAL IN SPECIAL

EDUCATION: High school EDUCATION: High school

teachers and students teachers and students

views

(2)

Definitions Definitions

 What is Computer Based What is Computer Based Instruction (CBI)?

Instruction (CBI)?

- reading, writing, mathematics - reading, writing, mathematics

- any kind of computer use in - any kind of computer use in

educational settings (Cotton, 1991)

(3)

Definitions Definitions

 A focus group

- a form of qualitative research in which a group of people are asked about their

perceptions, opinions, beliefs and attitudes towards a product, service, concept…

- Questions are asked in an interactive group

setting where participants are free to talk

with other group members.

(4)

Definitions Definitions

Self-perception Self-perception

 a good predictor of academic success a good predictor of academic success

 S S tudents with tudents with positive perceptions positive perceptions of of their academic skills tend to have

their academic skills tend to have higher self-esteem

higher self-esteem , greater efficacy for , greater efficacy for their

their school performance school performance , and , and better better attitudes

attitudes toward school, regardless of toward school, regardless of their actual academic achievement

their actual academic achievement (Hagborg, 1996)

(Hagborg, 1996) . .

(5)

Abstract

 What is the purpose of this study?

 How many participants were recruited in this study? What are they? How old are they?

 What can Kurzweil-3000 do?

 What kind of research methods was

used in this study?

(6)

About Kurzweil 3000 About Kurzweil 3000

 A reading & writing simulated context A reading & writing simulated context

 O O ptical ptical C C haracter haracter R R ecognition system: ecognition system:

ability to scan and read text processor ability to scan and read text processor

 Read-the-web, .pdf & .doc function Read-the-web, .pdf & .doc function

 Highlighting functions for reading Highlighting functions for reading

 Changing the speed, tone and pitch of the Changing the speed, tone and pitch of the synthesized speech

synthesized speech

 Quick access to word meanings Quick access to word meanings

 Speaking spell check, dictionary check, word Speaking spell check, dictionary check, word prediction, and test-taking tools

prediction, and test-taking tools

 DOE allows students (2010) to use K-3000 to take DOE allows students (2010) to use K-3000 to take test (if students are already use it as specified in test (if students are already use it as specified in

their IEP)

(7)

(8)

Evidence-based research on CBI Evidence-based research on CBI

Writing Performance Writing Performance

 Raskind & Higgins (1998, 1995): use of talking Raskind & Higgins (1998, 1995): use of talking word processors help students achieve

word processors help students achieve

scholastically comparable to non-disabled peers in scholastically comparable to non-disabled peers in

proofreading(

proofreading( 校讀校讀 ) )

 Raskind and Higgins (1995): use of CBI was more Raskind and Higgins (1995): use of CBI was more helpful than having the text read aloud by another helpful than having the text read aloud by another

person (make corrections in

person (make corrections in capitalization ( capitalization ( 大小大小

寫寫 ) ) , , spelling spelling , & , & typographical errors ( typographical errors ( 打錯字打錯字 ) ) ) )

(9)

Evidence-based research on CBI Evidence-based research on CBI

Reading Performance

• Elkind, et al (2002): use of Kurzweil 3000 by Elkind, et al (2002): use of Kurzweil 3000 by students with ADD allowed

students with ADD allowed better attending better attending to their reading, less effort and increased to their reading, less effort and increased

reading speed reading speed

• Elkind (1998): use of K 3000 by students Elkind (1998): use of K 3000 by students with LD resulted in

with LD resulted in improved reading rate, improved reading rate,

comprehension, and increased the amount of comprehension, and increased the amount of

time reading

(10)

Evidence-based research on CBI Evidence-based research on CBI

Reading Performance

• Higgins and Raskind (2005) Higgins and Raskind (2005) : : positive positive compensat compensat ory effectiveness

ory effectiveness was found when students wit was found when students wit h LD using the Reading Pen

h LD using the Reading Pen

(a portable device with optical character recogni (a portable device with optical character recogni tion and speech synthesis capabilities)

tion and speech synthesis capabilities)

• Lee & Vail (2005): young children with young children with DD DD who who used a computer program in teaching sight wor used a computer program in teaching sight wor

d recognition (

d recognition ( 以視覺辨識文字以視覺辨識文字 )acquired the )acquired the ta ta rget words and word definition

rget words and word definition

(11)

Evidence-based research on CBI Evidence-based research on CBI

Psychological factors Psychological factors

• • Lewis (1998): Positive effects on student motivation Lewis (1998): Positive effects on student motivation and attitudes is supported by research

and attitudes is supported by research

• • Montali & Lewandowski (1996); Balathy et al., Montali & Lewandowski (1996); Balathy et al., (2001) : use of CBI increase students

(2001) : use of CBI increase students ’ ’ motivation motivation to to read by presenting a more successful experience

read by presenting a more successful experience

• • Grasha & Yangarber-Hick (2000): Grasha & Yangarber-Hick (2000): teachers teachers ’ ’ own own feelings of competence & perception of students feelings of competence & perception of students ’ ’ preferences toward technology influence the

preferences toward technology influence the students

students ’ ’ usage usage

(12)

Evidence-based research on CBI Evidence-based research on CBI

Psychological factors Psychological factors

• • Balajthy, Reuber, Robinson (2001): young struggling Balajthy, Reuber, Robinson (2001): young struggling readers willing to use computer to assist reading daily readers willing to use computer to assist reading daily

• • Yang (1992): Yang (1992): computer-based Instruction (CBI) was sup computer-based Instruction (CBI) was sup erior to print-based instruction (PBI) on students’ learni erior to print-based instruction (PBI) on students’ learni

ng motivation among 11th graders

ng motivation among 11th graders on increasing and on increasing and motivation

motivation

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 Read the research questions on p350

and describe them

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Method

 Participants: 6 teachers & 16 students

► Teachers used CBI in the past ► Teachers currently use CBI

► what is the context of this study?

► about the students:

what is R2? What is R3?

(15)

Method

► What is the procedure of this study?

► Describe the usual steps of the

analysis of a qualitative study? p352 keywords: verbatim (corresponding word for word

to the original source or text ) transcribe ( ^{to make a}

written copy )

(16)

3.1. Factors affecting teachers’ use of CBI

Reason for using Reasons for not using

Positive feedback from

students Too much preparation (time constraints)

Enhances learning Difficulty w/ managing the class

Easy to use Preferred traditional teaching Students’ familiarity with

computers

Lack of familiarity toward technology

Low accessibility of

technology & human

resources

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3.2.CBI & Academic Self- perception

 Students perceived themselves as better readers and had improved self-perception toward reading and pronunciation after the regular use of CBI.

” Like I just have more confidence since beginning of this school year [when students started to use K

3000]. Before I start to use Kurzweil, I didn’t have

that much confidence and now I like to read just a

little bit and I’ve done much better and I can read

more than before.”

(18)

3.3 CBI & Reading Performance

 12 out of 16 students stated that using K 3000 helped them in the speed, quantity, and quality of reading.

 Teachers and students also reported that with the assistance of the K 3000, students were able to access reading material of a more advanced level than the students’

original reading level

(19)

3.4 CBI & Functional Task

Performance

 After the regular use of the K 3000, the students reported that it was very helpful when they were performing functional

activities

“’Cause in the beginning, all I only know was first name, last name, middle name, area code and all that…with that Kurzweil, I could go to the

dictionary, they told me all about it, and now I

could read a little bit. Now, I could use the pencil

just a little bit. But with Kurzweil, I could fill out the

whole thing by myself.”

(20)

3.5 Mechanism of change

 Bimodal approach

 Sounding out

 Instant access to word meaning

 Individuality

 Headset blocks out distractions

(21)

Mechanisms for change Mechanisms for change

 Bimodal approach: Bimodal approach:

when information is presented through when information is presented through visual

visual and and auditory auditory channels channels

simultaneously, speed of processing and simultaneously, speed of processing and

memory recall are enhanced;

memory recall are enhanced; reading reading comprehension

comprehension is fostered (Montali & is fostered (Montali &

Lewandowski, 1996) Lewandowski, 1996)

 Bimodal vs. Unimodal Bimodal vs. Unimodal

(22)

3.6 Limitations and strengths of Kurzweil 3000

Strengths Limitations

Individuality Unattractive layout of the program

Highlighting while it is read Robotic voices Headset blocks out distractions Mispronunciations Instant access to definitions Confusing icons

PERCEPTION OF PERCEPTION OF COMPUTER-BASED COMPUTER-BASED INSTRUCTION SYSTEM INSTRUCTION SYSTEM IN SPECIAL IN SPECIAL EDUCATION: High school EDUCATION: High school teachers and students teachers and students viewsviews

Hsin-yu Chiang, ScD, OT Hsin-yu Chiang, ScD, OT

PERCEPTION OF PERCEPTION OF

COMPUTER-BASED COMPUTER-BASED

INSTRUCTION SYSTEM INSTRUCTION SYSTEM

IN SPECIAL IN SPECIAL

EDUCATION: High school EDUCATION: High school

teachers and students teachers and students

views

views

Definitions Definitions

 What is Computer Based What is Computer Based Instruction (CBI)?

Instruction (CBI)?

- reading, writing, mathematics - reading, writing, mathematics

- any kind of computer use in - any kind of computer use in

educational settings (Cotton, 1991)

educational settings (Cotton, 1991)

Definitions Definitions

 A focus group

- a form of qualitative research in which a group of people are asked about their

perceptions, opinions, beliefs and attitudes towards a product, service, concept…

- Questions are asked in an interactive group

setting where participants are free to talk

with other group members.

Definitions Definitions

Self-perception Self-perception

 a good predictor of academic success a good predictor of academic success

 S S tudents with tudents with positive perceptions positive perceptions of of their academic skills tend to have

their academic skills tend to have higher self-esteem

higher self-esteem , greater efficacy for , greater efficacy for their

their school performance school performance , and , and better better attitudes

attitudes toward school, regardless of toward school, regardless of their actual academic achievement

their actual academic achievement (Hagborg, 1996)

(Hagborg, 1996) . .

Abstract

 What is the purpose of this study?

 How many participants were recruited in this study? What are they? How old are they?

 What can Kurzweil-3000 do?

 What kind of research methods was

used in this study?

About Kurzweil 3000 About Kurzweil 3000

 A reading & writing simulated context A reading & writing simulated context

 O O ptical ptical C C haracter haracter R R ecognition system: ecognition system:

ability to scan and read text processor ability to scan and read text processor

 Read-the-web, .pdf & .doc function Read-the-web, .pdf & .doc function

 Highlighting functions for reading Highlighting functions for reading

 Changing the speed, tone and pitch of the Changing the speed, tone and pitch of the synthesized speech

synthesized speech

 Quick access to word meanings Quick access to word meanings

 Speaking spell check, dictionary check, word Speaking spell check, dictionary check, word prediction, and test-taking tools

prediction, and test-taking tools

 DOE allows students (2010) to use K-3000 to take DOE allows students (2010) to use K-3000 to take test (if students are already use it as specified in test (if students are already use it as specified in

their IEP)

their IEP)

Evidence-based research on CBI Evidence-based research on CBI

Writing Performance Writing Performance

 Raskind & Higgins (1998, 1995): use of talking Raskind & Higgins (1998, 1995): use of talking word processors help students achieve

word processors help students achieve

scholastically comparable to non-disabled peers in scholastically comparable to non-disabled peers in

proofreading(

proofreading( 校讀 校讀 ) )

 Raskind and Higgins (1995): use of CBI was more Raskind and Higgins (1995): use of CBI was more helpful than having the text read aloud by another helpful than having the text read aloud by another

person (make corrections in

person (make corrections in capitalization ( capitalization ( 大小 大小

寫 寫 ) ) , , spelling spelling , & , & typographical errors ( typographical errors ( 打錯字 打錯字 ) ) ) )

Evidence-based research on CBI Evidence-based research on CBI

Reading Performance

• Elkind, et al (2002): use of Kurzweil 3000 by Elkind, et al (2002): use of Kurzweil 3000 by students with ADD allowed

students with ADD allowed better attending better attending to their reading, less effort and increased to their reading, less effort and increased

reading speed reading speed

• Elkind (1998): use of K 3000 by students Elkind (1998): use of K 3000 by students with LD resulted in

with LD resulted in improved reading rate, improved reading rate,

comprehension, and increased the amount of comprehension, and increased the amount of

time reading

time reading

Evidence-based research on CBI Evidence-based research on CBI

Reading Performance

• Higgins and Raskind (2005) Higgins and Raskind (2005) : : positive positive compensat compensat ory effectiveness

ory effectiveness was found when students wit was found when students wit h LD using the Reading Pen

h LD using the Reading Pen

proofreading( 校讀校讀 ) )

person (make corrections in capitalization ( capitalization ( 大小大小

寫寫 ) ) , , spelling spelling , & , & typographical errors ( typographical errors ( 打錯字打錯字 ) ) ) )

d recognition ( 以視覺辨識文字以視覺辨識文字 )acquired the )acquired the ta ta rget words and word definition

to the original source or text ) transcribe ( ^{to make a}