Innovative Technology for Secondary Learning Disabled Students: A Multi-Faceted Study of Implementation.

Autor/inn/en	Woodward, John; Gersten, Russell
Titel	Innovative Technology for Secondary Learning Disabled Students: A Multi-Faceted Study of Implementation.
Quelle	(1988), (28 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Instructional Effectiveness; Instructional Innovation; Interactive Video; Interviews; Learning Disabilities; Mathematics Instruction; Multimedia Instruction; Questionnaires; Remedial Mathematics; Secondary Education; Special Education Teachers + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Educational Innovation; Bildungsinnovation; Interaktives Video; Interviewing; Interviewtechnik; Learning handicap; Lernbehinderung; Mathematics lessons; Mathematikunterricht; Multimediales Lernen; Fragebogen; Sekundarbereich; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende
Abstract	Computer use in the classroom is minimal for both special education students and other students. Reasons for non-use are that access to computers is limited, the quality of the instructional software is poor, and teachers find it difficult to integrate computer use with more traditional teaching methods. Interactive videodisc technology, while similar in many respects to computers, has the advantage of enhanced graphic capabilities in the form of slides, archival film, videotape segments, and computer graphics, as well as a narrative mode of presentation comparable to that of television. In a controlled experimental study of the Mastering Fractions videodisc program, significant positive effects on student achievement were demonstrated when the system was used to teach basic fractions concepts to remedial and special education secondary students. Seven teachers at 7 school sites in a large urban district taught 57 students for 6 weeks using the Mastering Fractions videodisc program. Results of the study showed: an increase in both teacher and student enthusiasm, greater interaction between teachers and students, superior student performance on a criterion-referenced test, and successful retention of the material after the original instruction. It is concluded that interactive video, while not a hidden remedy to the flagging technological revolution in the schools, may be a partial solution to the problem of effective teaching of difficult subjects. Six appended tables present supporting data, including both teacher and student responses to interviewers. (24 references) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01