1. Hsin-yu Chiang, ScD, OT Hsin-yu Chiang, ScD, OT PERCEPTION OF COMPUTER-BASED INSTRUCTION SYSTEM IN SPECIAL EDUCATION: High school teachers and students views

2. Definitions What is Computer Based Instruction (CBI)? What is Computer Based Instruction (CBI)? - reading, writing, mathematics - reading, writing, mathematics - any kind of computer use in educational settings (Cotton, 1991) - any kind of computer use in educational settings (Cotton, 1991)

3. 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…qualitative research - - Questions are asked in an interactive group setting where participants are free to talk with other group members.

4. Definitions Self-perception Definitions Self-perception a good predictor of academic success a good predictor of academic success Students with positive perceptions of their academic skills tend to have higher self-esteem, greater efficacy for their school performance, and better attitudes toward school, regardless of their actual academic achievement (Hagborg, 1996). Students with positive perceptions of their academic skills tend to have higher self-esteem, greater efficacy for their school performance, and better attitudes toward school, regardless of their actual academic achievement (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 A reading & writing simulated context A reading & writing simulated context Optical Character Recognition system: ability to scan and read text processor Optical Character Recognition system: 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 synthesized speech Changing the speed, tone and pitch of the synthesized speech Quick access to word meanings Quick access to word meanings Speaking spell check, dictionary check, word prediction, and test-taking tools Speaking spell check, dictionary check, word prediction, and test-taking tools DOE allows students (2010) to use K-3000 to take test (if students are already use it as specified in their IEP) DOE allows students (2010) to use K-3000 to take test (if students are already use it as specified in their IEP)

8. Evidence-based research on CBI Writing Performance Raskind & Higgins (1998, 1995): use of talking word processors help students achieve scholastically comparable to non-disabled peers in proofreading( 校讀 ) Raskind & Higgins (1998, 1995): use of talking word processors help students achieve scholastically comparable to non-disabled peers in proofreading( 校讀 ) Raskind and Higgins (1995): use of CBI was more helpful than having the text read aloud by another person (make corrections in capitalization ( 大小寫 ), spelling, & typographical errors ( 打錯字 )) Raskind and Higgins (1995): use of CBI was more helpful than having the text read aloud by another person (make corrections in capitalization ( 大小寫 ), spelling, & typographical errors ( 打錯字 ))

9. Evidence-based research on CBI Reading Performance Elkind, et al (2002): use of Kurzweil 3000 by students with ADD allowed better attending to their reading, less effort and increased reading speed Elkind (1998): use of K 3000 by students with LD resulted in improved reading rate, comprehension, and increased the amount of time reading

10. Evidence-based research on CBI Reading Performance Higgins and Raskind (2005): positive compensatory effectiveness was found when students with LD using the Reading PenHiggins and Raskind (2005): positive compensatory effectiveness was found when students with LD using the Reading Pen (a portable device with optical character recognition and speech synthesis capabilities) (a portable device with optical character recognition and speech synthesis capabilities) young children with DD who used a computer program in teaching sight word recognition ( 以視覺辨識文 字 )acquired the target words and word definition Lee & Vail (2005): young children with DD who used a computer program in teaching sight word recognition ( 以視覺辨識文 字 )acquired the target words and word definition

11. Evidence-based research on CBI Psychological factors Lewis (1998): Positive effects on student motivation and attitudes is supported by research Lewis (1998): Positive effects on student motivation and attitudes is supported by research Montali & Lewandowski (1996); Balathy et al., (2001) : use of CBI increase students ’ motivation to read by presenting a more successful experience Montali & Lewandowski (1996); Balathy et al., (2001) : use of CBI increase students ’ motivation to read by presenting a more successful experience Grasha & Yangarber-Hick (2000): teachers ’ own feelings of competence & perception of students ’ preferences toward technology influence the students ’ usage Grasha & Yangarber-Hick (2000): teachers ’ own feelings of competence & perception of students ’ preferences toward technology influence the students ’ usage

12. Evidence-based research on CBI Psychological factors Balajthy, Reuber, Robinson (2001): young struggling readers willing to use computer to assist reading daily Balajthy, Reuber, Robinson (2001): young struggling readers willing to use computer to assist reading daily Yang (1992): computer-based Instruction (CBI) was superior to print-based instruction (PBI) on students’ learning motivation among 11th graders on increasing and motivation Yang (1992): computer-based Instruction (CBI) was superior to print-based instruction (PBI) on students’ learning motivation among 11th graders on increasing and motivation

13. Read the research questions on p350 and describe them

14. 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 usingReasons for not using Positive feedback from students Too much preparation (time constraints) Enhances learningDifficulty w/ managing the class Easy to usePreferred traditional teaching Students’ familiarity with computers Lack of familiarity toward technology Low accessibility of technology & human resources

17. 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 Bimodal approach: Bimodal approach: when information is presented through visual and auditory channels simultaneously, speed of processing and memory recall are enhanced; reading comprehension is fostered (Montali & Lewandowski, 1996) when information is presented through visual and auditory channels simultaneously, speed of processing and memory recall are enhanced; reading comprehension is fostered (Montali & Lewandowski, 1996) Bimodal vs. Unimodal Bimodal vs. Unimodal

22. 3.6 Limitations and strengths of Kurzweil 3000 StrengthsLimitations IndividualityUnattractive layout of the program Highlighting while it is readRobotic voices Headset blocks out distractionsMispronunciations Instant access to definitionsConfusing icons Audio-visual of textPoor word-processing function Cumbersome text-editing process High price Inconvenient control interface

23. Implications p357-p358 Explain one implication of the study result from each group (2-3 people per group)

24. Thank you!