Abstract
Literacy is a fundamental skill to function in society. However, hearing impaired are severely disadvantaged in literacy development by lack of access to language's phonemic system. Recent developments in information and communication technologies stimulated technology integration endeavors in special education field. Hearing impaired children’s literacy instruction stands a fruitful area of technology integration. Former studies generally reported development or examination of supportive tools like visual dictionaries, sign language support, vocabulary drills or storybooks. However, few studies developed an overall approach and reported whole technology integration procedures. This study reports findings from a research which investigated the affordances of mobile devices in hearing impaired children’s literacy instruction. Two mobile applications were built from scratch and optimized through design based research. Furthermore, affordances and integration guidelines of these applications were investigated in a case study. The research was conducted in Anadolu University’s Applied Research Center for Hearing Impaired Children (ICEM). Participants of the study are hearing impaired children studying at ICEM in 2013-2014 and 2014-2015 academic years. Data sources of the project were observations, video recordings, audio recordings of expert panels and semi-structured interviews. The data were analyzed inductively using NVivo 10 software. Results suggested significant increase in student motivation towards the technology enriched instructional environment. This paper summarizes design and optimization studies along with technology integration guidelines to hearing impaired children’s literacy classes.
Highlights
Okuryazarlık, toplumda işlev görebilmek için gereken temel becerilerden biridir
English words learning of Taiwanese students with hearing impairment
Proceedings of Society for Information Technology & Teacher Education International Conference 2011 içinde
Summary
Dilin fonetik sistemine erişememeleri nedeniyle okuryazarlık gelişiminde dezavantajlı durumdadır. Işitme engelli çocuklara yönelik okuma-yazma eğitimi için verimli bir teknoloji entegrasyon alanı olarak öne çıkmaktadır. Bütüncül bir yaklaşımla tüm teknoloji entegrasyonu sürecini betimleyen az sayıda çalışma bulunmaktadır. Işitme engelli çocuklara okuma yazma öğretiminde mobil araçların uygulanabilirliğini inceleyen bir araştırma projesi kapsamında gerçekleştirilmiştir. Araştırmanın katılımcıları 2013-2014 ve 2014-2015 eğitim öğretim yıllarında İÇEM’de öğrenim gören ilkokul ve ortaokul kademesindeki işitme engelli öğrencilerdir. Araştırmanın her aşamasında farklı katılımcılar ile çalışılmıştır. Geliştirilen mobil uygulamalara yönelik tasarım, iyileştirme ve entegrasyon aşamalarını özetlemekte; işitme engelli çocukların okuma yazma öğretimine ilişkin öneriler sunmaktadır
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