Disability and rehabilitation. Assistive technology · 2014
Exploring the use of tablets (iPads) with children and young adults with disabilities in Trinidad.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Wiley Brittney, Cameron Deb, Gulati Sonia, Hogg Alison
Аннотация
PURPOSE: This study was conducted to review data gathered during a pilot project which trialed the use of a tablet computer, the iPad.
METHODS: Students from a segregated special education school and pre-vocational centre, with a wide range of intellectual and physical disabilities, were previously observed participating in 5-10-min introductory learning sessions with the iPad. This study reviewed quantitative and qualitative data collected during these sessions which included data regarding students' level of engagement and overall ability to learn how to operate the iPad and its applications.
RESULTS: Results were positive for level of engagement and ease of use with cause and effect applications. For lower functioning students or students not previously exposed to tablet technology, scores were lower but overall remained high based on the 5-point scaling used in this study.
CONCLUSION: Regular use of tablet technology in the classroom with applications appropriate to the level of ability of the student has the potential to enhance engagement in learning as well as maximise independence in the classroom. Implications for Rehabilitation The iPad has the capacity to be used with learners of all different ability levels if applications are selected appropriately and learners are given equal opportunity to access this type of technology. Enjoyment when using the iPad was high overall and this type of technology has the potential to promote more engagement in the learning process. Many applications are easy to use and progress students through step by step increasing the potential for independent learning in the classroom.
METHODS: Students from a segregated special education school and pre-vocational centre, with a wide range of intellectual and physical disabilities, were previously observed participating in 5-10-min introductory learning sessions with the iPad. This study reviewed quantitative and qualitative data collected during these sessions which included data regarding students' level of engagement and overall ability to learn how to operate the iPad and its applications.
RESULTS: Results were positive for level of engagement and ease of use with cause and effect applications. For lower functioning students or students not previously exposed to tablet technology, scores were lower but overall remained high based on the 5-point scaling used in this study.
CONCLUSION: Regular use of tablet technology in the classroom with applications appropriate to the level of ability of the student has the potential to enhance engagement in learning as well as maximise independence in the classroom. Implications for Rehabilitation The iPad has the capacity to be used with learners of all different ability levels if applications are selected appropriately and learners are given equal opportunity to access this type of technology. Enjoyment when using the iPad was high overall and this type of technology has the potential to promote more engagement in the learning process. Many applications are easy to use and progress students through step by step increasing the potential for independent learning in the classroom.