Can ICT Improve Maths Outcomes for students with Special Needs?

ICT –Based Dynamic Assessment to Reveal Special Education Students’ Potential in Mathematics by Marjolin Peltenberg, Maria van den Heuvel-Panhuizen and Alexander Robitizsch

This paper looks at results that can be obtained using ICT based assessment in discovering special needs students' potential in mathematics in comparison with standardised, written tests. Subtraction of numbers under one humdred was the focus of the tests, as special needs pupils often struggle with such equations. Two ICT based test variations were administered to separate groups, each using a different tool to assist students in solving the mathematical problems. One tool was an empty number line to which students could add markers and plot their equations, and the other was a set of counters placed on a board with a ten by ten grid.

The ICT based tests were administered before the written tests, eliminating the possibility that the written tests could influence the results. Forty three students aged eight to twelve took part in the number line test, and thirty seven in the test using the other auxiliary tool. The results obtained by students in the ICT based test were significantly higher, with an approximately 20% better score obtained.

The paper also explores details of students' working processes - how they used the tools and how this affected the results, finding that when the tools were used improperly,  the majority of errors occurred.

The paper discusses the limitations of the study as well, including issues such as the relatively small student sample, and the fact that the ICT based tests contained seven questions while the written test contained fifty four equations. These limitations put a different slant on the results, preventing broad conclusions and revealing the need for further research. However, the consistent results obtained across the sample group still point to definite benefits of these ICT based assessments.

Peltenberg, M., van den Heuvel-Panhuizen, M., Robitizsch, A. (2010). ICT –Based Dynamic Assessment to Reveal Special Education Students’ Potential in Mathematics. Research Papers in Education, 25(3), 319-332. doi:10.1080/02671522.2010.498148

Writing with Technology: ICT Options to Aid Students with Special Needs

Learning to Write:  Technology for Students with Disabilities in Secondary Inclusive classrooms by Patricia M. Barbetta and Linda Spears-Bunton 

This paper looks at seven technologies available to help special needs students with the physical and organisational requirements for writing in a high school English class setting. The technologies reviewed are:

1. Digitized-text: Text from a printed source can be digitized using a range of technologies and then adapted, and text from online sources can be copied into programs such as Microsoft Word or specialised programs. Font size, style, colour and background colour can be changed,  words or passages highlighted and images added. These technologies are among those used for digitizing and/or adapting text: Kurzweil 3000, The Reading Pen & the InfoScan Electronic Note Taker.

2. Text-to-speech: Written digital text can be converted to spoken word. Sophisticated programs can help students with vision impairments and other disabilities who require text to be read aloud as they read or write. Kurzweil 3000 and Texthelp Read&Write 9.0 GOLD include this function.

3.Word Prediction: As students write, the program predicts the word they are typing according to the context and prevalence. A list of words is provided for the student to choose from and type with one keystroke. This speeds the writing process, makes spelling less of an issue and reduces fatigue for the physically disabled. A variety of programs include this function. Kurzweil 3000 and Texthelp Read&Write 9.0 GOLD are two examples.

4. Electronic Reference: A digital source which functions as dictionary, thesaurus and encyclopedia. Kurzweil 3000 and Microsoft word include these functions. Students with limited writing and reading skills and vocabularies can benefit from this technology. Handheld devices are also available such as the Merriam-Webster Speaking Dictionary and Thesaurus Device.

5.Cognitive Organisation: These programs use visuals to organise information and help with the process of writing. Inspiration 8.0 (Inspiration 9 is now available) is one such 'graphic organiser'. Diagrams can be created and links to websites, images included. These features are only the beginning. This program performs many functions, all aimed at supporting a range of learning needs and aiding in the overall writing process.

 6. Speech Recognition: Students dictate to the computer and their words are translated to text. This is especially useful for those with physical disabilities but has its limitations. The program often needs to learn the speaker's voice which takes time, clear speech is essential and background noise can interfere. Another speech recognition application is computer control, where students can control the computer and software with spoken instructions.

7. Alternative Writing Technologies: Portable word processors such as Neo and Dana can be used to type multiple pages which can then be transferred via USB cable or other means to a computer or printer. Also included in this category are alternative keyboards for students for whom traditional computer keyboards are unsuitable.

Before reading this paper I was unaware of most of these technologies. Looking into them further, I feel that the possibilities for helping students with a wide range of needs are very positive, and they could aid in 'levelling the playing field' for special needs students. While the paper did not offer data regarding proven effectiveness, it concludes that technology can perform a supporting function, and I definitely agree.


Barbetta, P., Spears-Bunton, L. (2009) Learning to Write:  Technology for Students with Disabilities in Secondary Inclusive classrooms. Research, Reflections and Innovations in Integrating ICT in Education, 1166-1170. Retrieved from http://formatex.org/micte2009/book/1166-1170.pdf

Helping Kids with Asperger’s Syndrome Learn and Become Integrated Members of the Classroom with the Help of Technology.

Using Enhanced Learning to Teach Children with Asperger’s Syndrome in the Irish Mainstream Classroom – Are We Missing Something? By Marianne Roche

This paper looks at the beneficial role of technology (focusing on computers) in helping children with Asperger’s Syndrome to learn more effectively. It discusses benefits computers can offer such as increasing students’ motivation to learn and improving outcomes through the use of games using repetition in particular. It concentrates mainly on the ways in which technology can aid in developing children with AS’s social skills with the use of avatars and video technology, teaching children to recognise facial expressions and developing their conversational skills in a controlled environment. Using computers for group work is also discussed as an effective method for allowing children who would normally struggle with working with their peers to engage successfully in collaborative tasks. 

This is an Irish paper published in 2009, and while the author emphasises the multiple benefits of technology use for kids with AS, she laments the fact that such learning methods are not being implemented across Ireland due to lack of policy and teacher training. 

The issue of teacher training and funding is obviously critically important. Whether ICT can be used to effectively enhance learning for children with special needs is irrelevant if teachers have insufficient skills, and specialised ICT resources are lacking. My investigation into the funding for training and equipment provided by the government in Australia has been somewhat frustrating. While increasing technology’s role in mainstream education has been greatly emphasised and funded recently, there isn’t much mention of technology resources dedicated to special needs students. Special needs education funding seems to be seen as a separate issue, and it is difficult to ascertain what proportion of funds is being directed towards ICTs for these students.

Roche, M. (2009). Using Technology Enhanced Learning to Teach Children with Asperger's Syndrome in the Irish Mainstream Classroom - Are We Missing Something? Retrieved from http://74.125.155.132/scholar?q=cache:iE75TKJhfXUJ:scholar.google.com/+marianne+roche&hl=en&as_sdt=2000

Effectiveness of ICT in Distance Education

I have always had an interest in distance education. After leaving college I completed a short course by distance education and it was a very interesting experience with positive and negative aspects. When it came to choosing a topic to research, ICT’s possible role in distance education quickly came to mind. My course was quite practical and had no ICT aspects other than utilizing email to contact tutors and Microsoft Word to type up documents. But what are the technologies generally associated with distance learning? Are they really valuable? And what sort of issues surround their use? I chose for the purposes of this analysis to focus on the situation in developed countries where the issues of funding and resources are not of particular concern, so that I could look deeply into how ICT is affecting the education of those learning by distance when the implementation of relevant technologies is not restricted. 

While the United States Distance Learning Association defines distance learning as “the acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance” (as cited in Roblyer & Doering, 2009, p.224), I have found (quite to my surprise) that the online and technology based components make up the majority of learning and delivery methods for many, if not most courses, especially those for K-12 students. Many positives surround the inclusion of this level of technology in distance learning, and where there are issues of concern, technology is not the problem and can be part of the solution. 

One issue raised as a potential problem for the K-12 age group is social development. The American Academy of Paediatricians (AAP) recommended that children limit time spent using technology to two hours daily (McNabb, 2001 as cited in Roblyer & Doering, 2010, p.227). This recognizes the fact that “too much time spent on computers has been cited as harmful to children’s development of relationships and social skills” (Roblyer & Doering, 2010, p.227). However, an American 2009 study found that “typical, mainstream students enrolled in full-time, online public schools... are either superior to or not significantly different than students enrolled in traditional public schools with respect to social skills and problem behaviours” (IESD, p.31). What came immediately to mind for me, when considering the AAP’s assertion, was the fact that children enrolled in traditional schools generally spend a large amount of time using technology in and out of school. What’s to say that their technology use is not as great as, or even in some cases greater than that of distance education students? Exploring this idea further, I discovered a study into the daily media use of children and teenagers conducted by Kaiser Family Foundation and Stanford University(2010), which reports extremely high rates of technology use (specifically for entertainment purposes) among children and teens aged 8-18 attending regular schools. This was a large study including over 2000 participants and the researchers attempted to use a sample representative of the overall population. The idea that distance education students are using technology more than their traditionally schooled counterparts seems unlikely. And maybe it’s not unreasonable to assert that students learning online might even be utilizing the educational capacities of technology more effectively than learners in traditional environments, and showing no signs of decreased social capabilities.

Whether distance education is effective for students with different learning styles is somewhat debated among researchers. This makes sense to me, as it seems that those without self motivation and independent learning skills will struggle without the extrinsic motivation of having to ‘front up’ to classes and physically interact with teachers. For adults, many studies have shown that while the academic outcomes achieved by students enrolled in online courses are as high or higher than those in traditional classrooms (US Department of Education, 2009), dropout rates are higher (Oblender, 2002; Zucker & Kozma, 2003 as cited in Roblyer & Doering, 2010, p.228; Summers et al, 2005 as cited in Levy, 2009, p.28). Student dissatisfaction has also been found to be higher (Rivera et al, 2002 as cited in Levy, 2009, p.29). As I expected, studies show that students’ learning styles certainly play a part. Independent learners were found to be more satisfied than social learners in a study by Diaz and Cartnell in 1999(as cited in Levy, 2009, p.29). With emphasis placed on high levels of student interaction with instructors and peers however, the problem of students feeling isolated can be decreased. Learner’s feedback in a 2002 study highlighted the importance of interaction, and showed that it impacted greatly on student learning and satisfaction (Northrup, 2002 as cited in Tomasson, 2007, p.9). It seems logical to conclude that with the use of online student forums, email and the possibility of videoconferencing, well designed online courses should be able to accommodate different types of learners. I find the promise that technology has in the area of student to student and student to teacher interaction exciting. If ICTs can open the way for learners normally unsuited to distance education to succeed with this type of learning, then the possibility for a wide range of people with life circumstances preventing them from engaging in traditional face to face education to still meet their educational goals will be increased.

Some courses have traditionally been difficult to deliver through distance education, for example languages. Without synchronous communication in the language, students lack communicative skills and become frustrated (Wang & Sun, 2009). This problem can be circumvented through videoconferencing technology, as discussed in Wang & Sun’s 2000 paper. This technology is “still not used as frequently as hoped, but it is increasing” (Roblyer & Doering, 2010, p.225) and has obvious potential for effective delivery of courses and increasing students’ feeling of connectedness. Interestingly, during my exploration of language courses offered by distance education, I found use of technology limited to CDs and minimal online resources incorporated into some courses. Having learnt through these methods myself and encountered the difficulties, I can see the educational benefits that videoconferencing would afford, not only in relation to language speaking ability, but also feelings of motivation and course satisfaction.

Distance education provides opportunities to those who otherwise would not be able to access quality education, as previously mentioned. Australia’s Schools of the Air are able to deliver education to students in rural and remote regions through primarily online programs. With the use of satellite technology, videoconferencing is integrated into programs so that real time interaction is possible. Adult learners also benefit.  With multiple responsibilities and demands on their time such as work and children, they have the opportunity to achieve their study goals. Universities are adapting and providing the necessary technology to accommodate these needs (Anderson & Mercer, 2003, as cited in Levy, 2009, p.29). 

It seems clear from the literature that ICT in distance education is contributing to high quality education as effective as traditional classrooms. Where negative opinions and findings are present, other studies give a different, positive, balancing view. Many of the technologies mentioned (videoconferencing, email, online forums etc) are centred around student to student and student to teacher interaction. These are not technologies that require specific pedagogy. Obviously, students need to be taught how to properly use these technologies, but beyond this, pedagogy related to the actual technology is not an issue. Other ICTs such as educational games, word processing programs and specifically web centred learning activities still require careful use and integration beyond merely teaching the skills needed to use the programs. My conclusion is that these issues are the same as those facing traditional schools - teacher and program quality, student attitudes and individually tailored programs and methods. The use of technology is addressing some of these issues by making high level interaction and the provision of individual attention possible. 

Patrick and Powell propose that “larger scale studies are needed to show the correlations between program models, instructional models, technologies, conditions and practices for effective online learning” (2009, p.9). I believe this is the area future research should focus on. While there are gaps in online education research (Australian studies on learning outcomes and other aspects are minimal despite many distance courses being offered at all levels), it is clear from existing research that academic outcomes are not a concern. Focusing on what really works and looking at how to satisfy a range of learning styles will help to develop courses using ICT in the most effective way.

References:

Rideout, V., Foehr, D., Roberts, D. (2010) Generation M2: Media in the Lives of 8-to 18-Year-Olds.

Retrieved from http://www.kff.org/entmedia/upload/8010.pdf
 

Yang, Y., Sun, C. (2000). Synchronous Distance Education: Enhancing Speaking Skills via Internet-based Real Time Technology. Proceedings of the 1st International Conference on Web Information Systems Engineering. 168-172. Retrieved from http://www98.griffith.edu.au/dspace/handle/10072/1170

Patrick, S., Powell, A. (2009). A Summary of the Effectiveness of K-12 Online Learning. Retrieved from http://www.k12.com/filefolder/NACOL_ResearchEffectiveness-hr.pdf

Roblyer, M., Doering, A. (2010). Chapter 7. Integrating Educational Technology into Teaching: Fifth Edition.  USA: Pearson.

Levy, J. (2009-2010). Distance Learning: The Struggle for Satisfaction. Journal of Student Affairs, 18, 27-33. Retrieved from http://www.sahe.colostate.edu/Data/Sites/1/documents/journal/2009_Journal_of_Student_Affairs.pdf#page=29

Tomasson, J. (2007). Learners and E-learning, A qualitative inquiry into the existing research on learners’ need in online learning. Retrieved from http://repository.unm.edu/handle/1928/3641

Interactive Educational Systems Design, Inc. (Sivin-Kachala, J., Bialo, E.)(2009). IESD Comprehensive Technical Report: Evaluation of the Social Skills of Full-Time, Online Public School Students. Retrieved from http://go.k12.com/static/pdf/IESD-Socialization-Study-May-2009.pdf

Distance and Online Education... Not a Second Best Option

Before starting to look into this topic, my knowledge about the methods of learning and technologies used in distance education was very limited. I had no idea about how much of an interactive experience distance learning could be, and how technology was not only being used in many cases to make learning more effective and fun, but also to reduce feelings of isolation through the use of synchronous technology such as videoconferencing. Students enrolled in distance education schools around Australia (and other developed countries) use technologies including CDs, DVDs, videos, telephone, email, online lessons, podcasting, videoconferencing and student online forums as well as old fashioned written materials. Even in rural locations, students are able to take advantage of these technologies due to satellite technology. This page from Broken Hill's School of the Air describes how this technology is being used. Of course, some schools offer more technology based learning than others, but from the level of importance placed on technology and online learning that my research has revealed, I expect increasing emphasis will continue to be put on the use of technology at all levels of learning.

I would also not have guessed that the outcomes being achieved by distance education students would be so impressive. While the direct impact of increased use of technology on distance education students’ academic outcomes is hard to quantify, it seems clear that there is a correlation. In The Impact of Digital Technology, A Review of the Evidence of Digital Technologies on Formal Education, the author states that "though previous summaries from pre-internet studies of distance learning concluded that learning at a distance was at best as effective as classroom, when learning moved online there were positive gains" (Underwood, 2009, p.11).

The sheer number of schools in Australia offering distance education either as their primary focus or as an option was news to me as well. To see how many schools are involved in distance education visit the Australasian Association of Distance Education's website for links to schools in each Australian state.

I came into this assignment with a positive view on distance education despite my ignorance, and that view has been solidified. While the risk of technology being used for technology's sake is an issue in general these days with so many new and exciting technological options being created, from my reading it really seems that the technology used in distance education settings is actually relevant and appropriate, and that the schools not utilizing ICTs fully and well are possibly short-changing their students.

Underwood, J. (2009, November).The Impact of Digital Technology: A review of the evidence of the impact of digital technologies on formal education. Becta. Retrieved from University of Canberra E-Reserve.

Is Online Distance Education as Effective as Face to Face Learning?

A Summary of Research on the Effectiveness of K-12 Online Learning by Susan Patrick and Allison Powell

This Summary of Research on the Effectiveness of K-12 Online Learning looks at many of the studies that have been carried out on the effectiveness and academic outcomes of distance online education compared to face to face tuition. While focusing on K-12, it also looks at the results of some studies on the outcomes of adult learners in higher education situations. The findings are similar across studies, concluding that on average, students engaging in online learning perform as well as, if not better than, students in traditional classroom environments. Some of the benefits of online learning found in the studies are mentioned, including more time spent on tasks, high level of effectiveness for different learner types, enhanced teacher student interaction, more highly developed thinking skills and technology skills. The summary concludes that ‘online learning has the potential to transform teaching and learning by redesigning traditional approaches, personalising instruction and enhancing the quality of learning experience’ (Patrick & Powell, 2009, p.9).

It is disappointing that I couldn’t find any Australian studies looking at the outcomes achieved by students learning primarily online and by distance, compared to those in traditional settings. Looking at some of the websites for distance education schools in Australia, it does seem that high quality results are being achieved by students of these institutions. It’s worth checking out the Sydney Distance Education High School’s website to see some of the outstanding results achieved by students across a range of disciplines.

Patrick, S. Powell, A. (2009) A Summary of the Effectiveness of K-12 Online Learning. Retrieved from http://www.k12.com/filefolder/NACOL_ResearchEffectiveness-hr.pdf

Quality Language Learning by Distance – Is Relevant Technology Being Fully Utilised?

Synchronous Distance Education: Enhancing Speaking skills via Internet Based Real Time Technology by Yuping Wang and Chengzheng Sun

In this paper the potential of using web based, synchronous technology for language learning is explored. The paper puts forward the case that without conversation and real time interaction, frustration and inferior results are likely to occur among distance language learning students. Using technology such as video conferencing is the answer to overcoming these problems. This way the learner can actively engage in conversation, have their speech errors instantly corrected and see and hear the tutor speaking in the language – essential factors in effective language learning. Despite the fact that this paper was written 10 years ago, the type of technology it refers to is still very relevant for today.

Interactive learning technology, particularly video conferencing is being used in many distance learning situations around Australia and other developed nations (in fact all Department of Education and Training schools in NSW will soon use this technology as part of the Connected Classrooms initiative). It is curious to note that The Open High School in NSW does not utilize this particular technology, despite being an institution teaching solely languages. Phone calls, limited online programs and CD and text based materials make up its learning methods. This is an example of a school not implementing technology that would greatly enhance student learning.

Yang, Y., Sun, C. (2000) Synchronous Distance Education: Enhancing Speaking Skills via Internet-based Real Time Technology. Proceedings of the 1st International Conference on Web Information Systems Engineering. 168-172. Retrieved from http://www98.griffith.edu.au/dspace/handle/10072/1170

Online Distance Education in Developing Countries – Possibilities and Problems

Technology-Enhanced Leaning in Developing Nations: A Review by Shalni Gulati

This paper (from 2008) explores the potentials of distance education and e-learning in developing nations as well as the realities of what is currently happening. While e-learning and a greater emphasis on ICTs is occurring in these countries, in general, the attempts to improve IT access have given the rich, upper middle classes and urban dwellers the benefit, only increasing the divide between these and the poor and rural populations. The paper focuses on the challenges of implementing e-learning for disadvantaged, rural and poor communities. While the potential of e-learning may be great for helping to bring greater educational opportunities to disadvantaged and poor communities, and act as a means of overcoming economic and class barriers, poor policy, lack of funding and infrastructure, and lack of trained teachers are just some of the factors which severely limit any realistic or widespread implementation of the type necessary to effect meaningful change.

This paper was somewhat depressing! It makes sense as during my research I’ve found many articles and websites about University level initiatives designed to promote increased emphasis on e-learning and distance education in developing countries, but not on progress being made in increasing this type of learning for younger and poor and disadvantaged students. Inter country distance learning at University level is increasing as is the number of Universities within developing nations using these methods, but the worrying divide between the ‘haves’ and ‘have nots’ is increasing as well.

Gulati, S. (2008)Technology-Enhanced Learning in Developing Nations: A review.
The International Review of Research in Open and Distance Learning, 9(1) Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/477/1012

Myths Surrounding Online Learning... Distance Education’s True Potential

Five Myths Surrounding K-12 Online Learning by Guadalupe Vadillo

A great one to start off with! This article challenges some of the myths around distance and online education. The author asserts that:

1. Courses need not be delivered in a conventional way. If the necessary learning outcomes can be achieved using educational games, blogs and other creative technology based methods instead of traditional ones, why should these not be fully embraced?

2. Online learning is not second best to face to face instruction. The most recent study by the US Department of Education (Patrick and Powell, 2009) showed that on average, students in online learning situations actually had better performance than their face to face counterparts.

3. In an online environment, educators should trust that learners can deal with a variety of tasks and technologies. Keeping programs and tasks similar unit to unit is underestimating the intelligence and skills of students.

4. Not all activities need to be graded. Using the potential of online education to create a great learning experience without the emphasis always being on academic achievement can develop internal motivation and a greater desire to learn.

5. Virtual courses can and often should be rapidly implemented. Students’ online literacy in this digital age is generally high. Gradual implementation of online programs is unnecessary and could limit progress.

Vadillo, G. (2010). Five Myths Surrounding K-12 Online Learning. Distance Learning, 7(2), 61-63.
Retrieved from http://zh9bf5sp6t.search.serialssolutions.com.ezproxy1.canberra.edu.au/?sid=CentralSearch:EDJ&genre=article&atitle=Five+Myths+Surrounding+K-12+Online+Learning.&volume=7&issue=2&title=Distance+Learning&issn=1547-4712&date=2010-06-01&spage=61&aulast=Vadillo&aufirst=Guadalupe