Hsin-yu Chiang, ScD, OTHsin-yu Chiang, ScD, OT

PERCEPTION OF PERCEPTION OF COMPUTER-BASED COMPUTER-BASED

INSTRUCTION SYSTEM INSTRUCTION SYSTEM IN SPECIAL IN SPECIAL

EDUCATION: High EDUCATION: High school teachers and school teachers and

students viewsstudents views

DefinitionsDefinitions

What is Computer Based What is Computer Based Instruction (CBI)?Instruction (CBI)?

- reading, writing, mathematics- reading, writing, mathematics

- any kind of computer use in - any kind of computer use in educational settings (Cotton, 1991) educational settings (Cotton, 1991)

DefinitionsDefinitions

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.

DefinitionsDefinitions Self-perceptionSelf-perception a good predictor of academic a good predictor of academic

successsuccess SStudents with tudents with positive perceptionspositive perceptions of of

their academic skills tend to have their academic skills tend to have higher self-esteemhigher self-esteem, greater efficacy , greater efficacy for their for their school performanceschool performance, and , and better attitudesbetter attitudes toward school, toward school, regardless of their actual academic regardless of their actual academic achievementachievement (Hagborg, 1996) (Hagborg, 1996)..

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?

About Kurzweil 3000About Kurzweil 3000 A reading & writing simulated context A reading & writing simulated context OOptical ptical CCharacter haracter RRecognition system: ecognition system:

ability to scan and read text ability to scan and read text processor processor

Read-the-web, .pdf & .doc function Read-the-web, .pdf & .doc function Highlighting functions for readingHighlighting functions for reading Changing the speed, tone and pitch of the Changing the speed, tone and pitch of the

synthesized speechsynthesized speech Quick access to word meanings Quick access to word meanings Speaking spell check, dictionary check, word Speaking spell check, dictionary check, word

prediction, and test-taking toolsprediction, and test-taking tools DOE allows students (2010) to use K-3000 to DOE allows students (2010) to use K-3000 to

take test (if students are already use it as take test (if students are already use it as specified in their IEP)specified in their IEP)

Evidence-based research on Evidence-based research on CBICBIWriting PerformanceWriting Performance

Raskind & Higgins (1998, 1995): use of talking Raskind & Higgins (1998, 1995): use of talking word processors help students achieve word processors help students achieve scholastically comparable to non-disabled peers scholastically comparable to non-disabled peers in in proofreading(proofreading( 校讀校讀 ))

Raskind and Higgins (1995): use of CBI was Raskind and Higgins (1995): use of CBI was more helpful than having the text read aloud by more helpful than having the text read aloud by another person (make corrections in another person (make corrections in capitalization (capitalization ( 大小寫大小寫 )), , spellingspelling, & , & typographical typographical errors (errors ( 打錯字打錯字 ))))

Evidence-based research on Evidence-based research on CBICBIReading Performance

• Elkind, et al (2002): use of Kurzweil Elkind, et al (2002): use of Kurzweil 3000 by students with ADD allowed 3000 by students with ADD allowed better attending to their reading, less better attending to their reading, less effort and increased reading speedeffort and increased reading speed

• Elkind (1998): use of K 3000 by Elkind (1998): use of K 3000 by students with LD resulted in students with LD resulted in improved improved reading rate, comprehension, and reading rate, comprehension, and increased the amount of time readingincreased the amount of time reading

Evidence-based research on Evidence-based research on CBICBI

Reading Performance

•Higgins and Raskind (2005)Higgins and Raskind (2005):: positive positive compencompensatory effectiveness satory effectiveness was found when studenwas found when students with LD using the Reading Pen ts with LD using the Reading Pen

(a portable device with optical character reco(a portable device with optical character recognition and speech synthesis capabilities)gnition and speech synthesis capabilities)

• Lee & Vail (2005): young children with young children with DD DD who used a computer program in teaching siwho used a computer program in teaching sight word recognition (ght word recognition ( 以視覺辨識文字以視覺辨識文字 )acqui)acquired the red the target words and word definitiontarget words and word definition

Evidence-based research on Evidence-based research on CBICBIPsychological factorsPsychological factors

•• Lewis (1998): Positive effects on student Lewis (1998): Positive effects on student motivation and attitudes is supported by researchmotivation and attitudes is supported by research

• • Montali & Lewandowski (1996); Balathy et al., Montali & Lewandowski (1996); Balathy et al., (2001) : use of CBI increase students(2001) : use of CBI increase students’’ motivationmotivation to read by presenting a more successful to read by presenting a more successful experience experience

• • Grasha & Yangarber-Hick (2000):Grasha & Yangarber-Hick (2000): teachersteachers’’ own own feelings of competence & perception of studentsfeelings of competence & perception of students’’ preferences toward technology influence the preferences toward technology influence the studentsstudents’’ usage usage

Evidence-based research on Evidence-based research on CBICBIPsychological factorsPsychological factors••Balajthy, Reuber, Robinson (2001): young Balajthy, Reuber, Robinson (2001): young

struggling readers willing to use computer to struggling readers willing to use computer to assist reading dailyassist reading daily

•• Yang (1992): Yang (1992): computer-based Instruction (CBI) was scomputer-based Instruction (CBI) was superior to print-based instruction (PBI) on students’ uperior to print-based instruction (PBI) on students’ learning motivation among 11th graderslearning motivation among 11th graders on on increasing and motivationincreasing and motivation

Read the research questions on p350

and describe them

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?

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)

3.1. Factors affecting teachers’ use of CBI

Reason for using Reasons for not using

Positive feedback from students

Too much preparation (time constraints)

Enhances learning Difficulty w/ managing the class

Easy to use Preferred traditional teaching

Students’ familiarity with computers

Lack of familiarity toward technology

Low accessibility of technology & human resources

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.”

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

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.”

3.5 Mechanism of change

Bimodal approach Sounding out Instant access to word meaning Individuality Headset blocks out distractions

Mechanisms for changeMechanisms for change

Bimodal approach:Bimodal approach:

when information is presented when information is presented through through visualvisual and and auditory auditory channels channels simultaneously, speed of processing simultaneously, speed of processing and memory recall are enhanced; and memory recall are enhanced; reading comprehensionreading comprehension is fostered is fostered (Montali & Lewandowski, 1996)(Montali & Lewandowski, 1996)

Bimodal vs. UnimodalBimodal vs. Unimodal

3.6 Limitations and strengths of Kurzweil 3000

Strengths Limitations

Individuality Unattractive layout of the program

Highlighting while it is read Robotic voices

Headset blocks out distractions

Mispronunciations

Instant access to definitions Confusing icons

Audio-visual of text Poor word-processing function

Cumbersome text-editing process

High price

Inconvenient control interface

Implications p357-p358 Explain one implication of the

study result from each group (2-3 people per group)

Thank you!Thank you!