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Incorporating Traditional Tools with New Technology: The Reaction of Computer Generated Organizers for students with Special Needs. GSE 550 Educational Technology Wendy Davies. Times have changed…have you?. Introduction.

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Gse 550 educational technology wendy davies

Incorporating Traditional Tools with New Technology:The Reaction of Computer Generated Organizers for students with Special Needs

GSE 550

Educational Technology

Wendy Davies



Introduction
Introduction

  • Technologyischanging the way in whichweeducateour students

  • Teachers need to change the way they instruct with these advancements

  • Technology is an asset for the future


Special needs students
Special Needs Students

  • Different learning profiles

  • More computer savvy than led on

  • How do we as teachers create the best learning environment?


Educational significance
Educational Significance

  • Technology is here to stay!

  • Mixing old with the new

  • No need to reinvent the wheel but to renovate!


Personal interest
Personal Interest

  • Resource teacher

  • Concept mapping with my students

  • Interest in Ausubel`s theory meaningful learning


Research questions
Research Questions

  • What are the benefits to using technology in the classroom with SN students?

  • What are the students reactions in using technology?

  • What are the reactions of using Computer Generated Organizers as opposed to hand-written graphic organizers for students with SN?


Technological tools
Technological Tools

  • Cmap

  • Computer-generated Atlas

  • Others include Frayer model, cycle diagrams, etc.

    All can be created for free online


History of visual organizers
History of Visual Organizers

  • Ausubels theory of learning (1960`s)

  • Novak`s introduction of concept maps

  • A versatile tool for many reasons


A classroom tool
A Classroom Tool

  • Facilitates the learning process, it is

    “the use of lines, arrows, and a spatial arrangement that describe text content, structure, and key conceptual relationships” (Darch & Eaves, 1986)

  • Holistic perspective of the unit


Computer generated organizers cgo
Computer Generated Organizers (CGO)

  • "The repetition of using the graphic organizer and software helps to get the information processed into my head" (Boon, Fore & Rasheed, 2007).

  • Using CGO, students essays were well planned out and more organized.

  • CGO improved both the quantity and quality of the work being produced by students with SN.


Computer generated organizers cgo1
Computer Generated Organizers (CGO)

  • After using CGO`s, 89% said they felt it was an effective tool for them.

  • Students used CGO`s but also incorporated pictures off the internet to go with each step instruction for their recipe


Conclusion
Conclusion

  • Students were positive about the idea of using technology

  • CGO`s increased motivation and self-efficacy

  • In the case of CGO`s, felt more confident in their own work

  • Students felt CGO`s were an effective tool for them after using them


Limitations
Limitations

  • Small sample sizes

  • Technology is new and innovative. This could have sparked students interests for better results

  • Other unknown factors could have played a part


Future research
Future Research

  • The topic of CGO`s has not been studied extensively, yet it is a tool that is available to our students for free. More research needs to look at how to incorporate them into the leanring environment.


References
References

Biklen, D., & Schubert, A. (1991). New Words The Communication of Students with

Autism. Remedial and Special Education, 12(6), 46-57.

Blair, R. B., Ormsbee, C., & Brandes, J. (2002, March). Using writing

strategies and visual thinking software to enhance the written performance of students with mild disabilities. In No childleft behind: The vital role of rural schools, 22nd Annual National Conference Proceedings of the American Council on Rural Special Education (ACRES). Reno, Nevada: ERIC Clearinghouse on Disabilities and Gifted Education.

Boon, R. T., Fore, C., & Rasheed, S. (2007). Students' Attitudes and Perceptions

toward Technology-Based Applications and Guided Notes Instruction in High

School World History Classrooms. Reading Improvement, 44(1), 23-31.

Brahier, D. J. (2005). Teaching secondary and middle school mathematics (2nd ed.).

New York: Pearson Education, Inc.

Brown, M. (2011). Effects of Graphic Organizers on Student Achievement in the

Writing Process. Online Submission.

Darch, C., & Eaves, R. (1986). Visual display to increase comprehension of high-school learning-disabled students. The Journal of Special Education, 20, 309–318.


References1
References

Douglas, K. H., Ayres, K. M., Langone, J., & Bramlett, V. (2011). The Effectiveness of Electronic Text and Pictorial Graphic Organizers to Improve Comprehension Related to Functional Skills. Journal Of Special Education Technology, 26(1), 43-56.

Driscoll, M. P. (2004). Psychology of learning for instruction. (Second edition).

Needham Heights, MA.: Allyn-Bacon, Inc

Horton, S., Lovitt, T., & Slocum, T. (1988). Teaching geography to high school

students with academic deficits:Effects of a computerized map tutorial. Learning Disability Quarterly, 11(4), 371-379.

Novak J. D. & Cañas A. J. (2008). The Theory Underlying Concept Maps and How to

Construct Them (Technical Report No. IHMC CmapTools 2006-01). Pensacola,

FL: Institute for Human and Machine Cognition.

Sturm, J. M., & Rankin-Erickson, J. L. (2002). Effects of Hand-Drawn and Computer-

Generated Concept Mapping on the Expository Writing of Middle School Students with Learning Disabilities. Learning Disabilities: Research & Practice, 17(2), 124-39.

Unzueta, C. H., & Barbetta, P. M. (2012). The Effects of Computer Graphic Organizers

on the Persuasive Writing of Hispanic Middle School Students with Specific

Learning Disabilities. Journal Of Special Education Technology, 27(3), 15-30.