Hsin-yu Chiang, ScD, OT

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

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

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… • Questions are asked in an interactive group setting where participants are free to talk with other group members.

4. DefinitionsSelf-perception 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).

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 Optical Character Recognition system: ability to scan and read text processor Read-the-web, .pdf & .doc function Highlighting functions for reading Changing the speed, tone and pitch of the synthesized speech Quick access to word meanings 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)

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 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 Pen (a portable device with optical character recognition and speech synthesis capabilities) • 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 • 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

12. Evidence-based research on CBI Psychological factors •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

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

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. 3.4CBI & 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: 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

22. 3.6 Limitations and strengths of Kurzweil 3000

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

24. Thank you!