Maria Marta Wulan, Sukma Dewi, Yari Dwikurnaningsih, Marinus Waruwu, Kata Kunci
The Covid 19 pandemic has had an impact on the implementation of academic supervision. This study aims to develop an online-based academic supervision model. The type of research conducted is research and development (Research and Development). The research subjects were 4 (four) school principals and 17 (seventeen) elementary school teachers. Data collection techniques used were interviews, documentation studies, and questionnaires. Qualitative data were analyzed using the Miles and Huberman model. Quantitative data obtained through a questionnaire. Quantitative data were analyzed by validation tests and limited trials using quantitative descriptive techniques with mean and percentage. The results showed that the MARIA academic supervision model (M - Mapping, A - Arranging the solution, R - Running the observation, I - Identifying the data, A – Acting the follow up) based on the Edmodo application has an impact on improving the performance of school principals and techers in elemantary schools, with the result of limited product trials on school principals at the 88% level and techers at the 86% level with a very valid and feasible category to use. The implications of this research were facilitating the implementation of information technology-based supervision, improving the performance of school principals, increasing teacher competence in carrying out learning, and reducing teacher stress when supervised.
新冠肺炎疫情对学术监督的实施产生了影响。本研究旨在建立一个基于网络的学术监督模式。所进行的研究类型是研究和发展(研究和发展)。研究对象为4名校长和17名小学教师。使用的数据收集技术包括访谈、文献研究和问卷调查。定性数据采用Miles和Huberman模型进行分析。通过问卷调查获得的定量数据。定量数据通过验证试验和有限试验进行分析，采用带有平均值和百分比的定量描述技术。结果表明,玛丽亚学术监督模型(M -映射,A -安排解决方案,运行观察,R - I -识别数据,A -代理跟进)基于Edmodo应用影响性能的改善学校校长和techers elemantary学校,结果有限的产品试验学校校长在88%的水平,techers在86%的水平非常有效和可行的分类使用。本研究旨在促进资讯科技督导的实施，改善校长的绩效，提高教师的学习能力，以及减轻教师在受督导时的压力。
{"title":"Academic Supervision Model Based on Edmodo Application","authors":"Maria Marta Wulan, Sukma Dewi, Yari Dwikurnaningsih, Marinus Waruwu, Kata Kunci","doi":"10.23887/jet.v7i1.52794","DOIUrl":"https://doi.org/10.23887/jet.v7i1.52794","url":null,"abstract":"The Covid 19 pandemic has had an impact on the implementation of academic supervision. This study aims to develop an online-based academic supervision model. The type of research conducted is research and development (Research and Development). The research subjects were 4 (four) school principals and 17 (seventeen) elementary school teachers. Data collection techniques used were interviews, documentation studies, and questionnaires. Qualitative data were analyzed using the Miles and Huberman model. Quantitative data obtained through a questionnaire. Quantitative data were analyzed by validation tests and limited trials using quantitative descriptive techniques with mean and percentage. The results showed that the MARIA academic supervision model (M - Mapping, A - Arranging the solution, R - Running the observation, I - Identifying the data, A – Acting the follow up) based on the Edmodo application has an impact on improving the performance of school principals and techers in elemantary schools, with the result of limited product trials on school principals at the 88% level and techers at the 86% level with a very valid and feasible category to use. The implications of this research were facilitating the implementation of information technology-based supervision, improving the performance of school principals, increasing teacher competence in carrying out learning, and reducing teacher stress when supervised.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"14 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86146255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students need help with learning the basic material of graphic design. It has an impact on low student learning outcomes. This study aims to develop a game-based learning media that can be used to facilitate vocational students' learning in multimedia learning activities. This type of research is research and development using the ADDIE model. The sample in this study was 30 students. Data collection techniques using interviews and questionnaires. Data collection instrument using a questionnaire. Data analysis technique using descriptive analysis. The study's results, namely the material feasibility test, obtained a score of 3.88, while the media feasibility test obtained a score of 3.87. Implementation results 76.6 per cent of respondents are interested in learning multimedia using the Staidear board game, 93.3 per cent of respondents think the Staidear board game is easy to use. It was concluded that board game learning media is appropriate for use in the learning process of graphic design. The application of board game media is effective in learning graphic design. The unique appearance of board games can attract students' interest in learning. Implementing this board game implies an increase in the average student test scores.
{"title":"Staidear Board Game Model Application in Facilitating Vocational School Students Learning","authors":"Anak Agung Adi Wiryya Putra, Herman Dwi Surjono","doi":"10.23887/jet.v7i1.54025","DOIUrl":"https://doi.org/10.23887/jet.v7i1.54025","url":null,"abstract":"Students need help with learning the basic material of graphic design. It has an impact on low student learning outcomes. This study aims to develop a game-based learning media that can be used to facilitate vocational students' learning in multimedia learning activities. This type of research is research and development using the ADDIE model. The sample in this study was 30 students. Data collection techniques using interviews and questionnaires. Data collection instrument using a questionnaire. Data analysis technique using descriptive analysis. The study's results, namely the material feasibility test, obtained a score of 3.88, while the media feasibility test obtained a score of 3.87. Implementation results 76.6 per cent of respondents are interested in learning multimedia using the Staidear board game, 93.3 per cent of respondents think the Staidear board game is easy to use. It was concluded that board game learning media is appropriate for use in the learning process of graphic design. The application of board game media is effective in learning graphic design. The unique appearance of board games can attract students' interest in learning. Implementing this board game implies an increase in the average student test scores.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"18 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81732554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many students struggle to use e-learning for attendance, interactive lectures, assignment submission, and access to resources and tests. E-learning is said to benefit students in terms of activities and accomplishments. This survey aims to analyze and evaluate the Moodle E-learning role in enhancing motivation and learning activities at Green Campus. A mixed-method method with an explanatory sequential design is used in this investigation. This study included 221 participants. Questionnaires, interviews, and documentation are used to collect data. The statistical regression method was then used to assess the research data. The study's findings indicate that the variable e-learning platform Moodle has a substantial influence on student learning activities at Green Campus. This variable has a major impact on changes in student accomplishment motivation. According to this research, lecturers must make good and fascinating use of the Moodle e-learning platform to boost all activities and student achievement motivation in learning, not just listening activities. Furthermore, universities should be able to ask users to actively participate in developing the design and content of future e-learning developments.
{"title":"Moodle E-learning to Improve Motivation and Learning Activities at Green Campus","authors":"Koderi, Guntur Cahaya Kesuma","doi":"10.23887/jet.v7i1.54125","DOIUrl":"https://doi.org/10.23887/jet.v7i1.54125","url":null,"abstract":"Many students struggle to use e-learning for attendance, interactive lectures, assignment submission, and access to resources and tests. E-learning is said to benefit students in terms of activities and accomplishments. This survey aims to analyze and evaluate the Moodle E-learning role in enhancing motivation and learning activities at Green Campus. A mixed-method method with an explanatory sequential design is used in this investigation. This study included 221 participants. Questionnaires, interviews, and documentation are used to collect data. The statistical regression method was then used to assess the research data. The study's findings indicate that the variable e-learning platform Moodle has a substantial influence on student learning activities at Green Campus. This variable has a major impact on changes in student accomplishment motivation. According to this research, lecturers must make good and fascinating use of the Moodle e-learning platform to boost all activities and student achievement motivation in learning, not just listening activities. Furthermore, universities should be able to ask users to actively participate in developing the design and content of future e-learning developments.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"147 1-5","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72493108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Theresa Afriani, Cantum Pel, I. M. Tegeh, I. K. Sudarma
The lack of media use in the learning process impacts the low learning outcomes of students' Civics. This research aims to create contextual-based learning videos to improve student Internship learning outcomes. This research belongs to the type of development research that was developed by applying the ADDIE development model. The subjects in this study were educational technology experts, subject content experts, instructional design experts, learning media experts, and 12 grade VI elementary school students. Data collection in the study was carried out using the questionnaire/questionnaire and test method, with research instruments in questionnaires/questionnaire sheets and students' Civics ability tests. The data obtained in the study were then analyzed using quantitative descriptive analysis techniques and t-test inferential statistics. The research analysis results showed that in the educational technology expert test. The developed media obtained a score of 95% with very good qualifications. The subject content expert test obtained a score of 90% with very good qualifications. The learning design expert test obtained a score of 90% with very good qualifications. The learning media expert test obtained a score of 92.5% with very good qualifications. Furthermore, the t-count analysis results show significant differences in student learning outcomes before and after using learning videos. Based on the results of this analysis, learning video media based on a contextual approach is valid and appropriate for use in learning because it can improve students' Civics learning outcomes.
{"title":"Learning Videos Based on Contextual Approaches to the Content of Pancasila and Citizenship Education","authors":"Theresa Afriani, Cantum Pel, I. M. Tegeh, I. K. Sudarma","doi":"10.23887/jet.v7i1.56770","DOIUrl":"https://doi.org/10.23887/jet.v7i1.56770","url":null,"abstract":"The lack of media use in the learning process impacts the low learning outcomes of students' Civics. This research aims to create contextual-based learning videos to improve student Internship learning outcomes. This research belongs to the type of development research that was developed by applying the ADDIE development model. The subjects in this study were educational technology experts, subject content experts, instructional design experts, learning media experts, and 12 grade VI elementary school students. Data collection in the study was carried out using the questionnaire/questionnaire and test method, with research instruments in questionnaires/questionnaire sheets and students' Civics ability tests. The data obtained in the study were then analyzed using quantitative descriptive analysis techniques and t-test inferential statistics. The research analysis results showed that in the educational technology expert test. The developed media obtained a score of 95% with very good qualifications. The subject content expert test obtained a score of 90% with very good qualifications. The learning design expert test obtained a score of 90% with very good qualifications. The learning media expert test obtained a score of 92.5% with very good qualifications. Furthermore, the t-count analysis results show significant differences in student learning outcomes before and after using learning videos. Based on the results of this analysis, learning video media based on a contextual approach is valid and appropriate for use in learning because it can improve students' Civics learning outcomes.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87145719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-17DOI: 10.1177/01626434231170593
Adam C. Carreon, Caitlin J. Criss, Maggie A. Mosher
Virtual reality (VR) is an innovative technology that is rapidly gaining popularity in and out of the classroom. With improvements in hardware and software technology and the push for one-to-one computing, teachers have access to innovative VR supports and resources. These innovative technologies have the potential to improve instruction for diverse learners in today’s classroom, particularly students with identified disabilities. VR, as an interactive and visual tool, provides teachers with the ability to support and enhance traditional classroom materials for students, particularly those with disabilities. However, teacher time is often compromised and finding new technology can be daunting. This article intends to assist educators in utilizing VR in the classroom, with minimal effort and money. Using a detailed vignette, we guide the reader through a detailed example of how VR apps can be located and implemented for students with disabilities who struggle with motivation and engagement through experiential learning. Finally, we offer additional apps and their delivery devices as a starting point for teachers to begin creating more immersive and interactive content through VR technology.
{"title":"Classroom Virtual Reality for Students With Disabilities: A Preliminary Guide to Available Virtual Content","authors":"Adam C. Carreon, Caitlin J. Criss, Maggie A. Mosher","doi":"10.1177/01626434231170593","DOIUrl":"https://doi.org/10.1177/01626434231170593","url":null,"abstract":"Virtual reality (VR) is an innovative technology that is rapidly gaining popularity in and out of the classroom. With improvements in hardware and software technology and the push for one-to-one computing, teachers have access to innovative VR supports and resources. These innovative technologies have the potential to improve instruction for diverse learners in today’s classroom, particularly students with identified disabilities. VR, as an interactive and visual tool, provides teachers with the ability to support and enhance traditional classroom materials for students, particularly those with disabilities. However, teacher time is often compromised and finding new technology can be daunting. This article intends to assist educators in utilizing VR in the classroom, with minimal effort and money. Using a detailed vignette, we guide the reader through a detailed example of how VR apps can be located and implemented for students with disabilities who struggle with motivation and engagement through experiential learning. Finally, we offer additional apps and their delivery devices as a starting point for teachers to begin creating more immersive and interactive content through VR technology.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44218484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-15DOI: 10.1177/01626434231170594
Chu-Lung Wu, Yi-Hsuan Tsai
Training functional living skills is crucial for students with intellectual and developmental disabilities (IDDs) because they are directly related to their independence. The aim of this study was to explore the effect of an augmented reality (AR)–based video prompting (VP) teaching model on the learning of functional living skills among elementary school students with intellectual and developmental disabilities. A multiple-probe, across-subjects, single-case research design was adopted to recruit three participants, namely, fifth- and sixth-grade students with IDDs in a special education program in an elementary school in Taichung City. The independent variable was the AR-based VP teaching model, and the dependent variable was the participants’ performance of functional living skills (cooking rice in a rice cooker). The results indicate that the intervention had immediate, maintenance, and generalization effects on all three participants. In addition, the participants noted that the teaching model relaxed and motivated them. The teachers also indicated that the teaching model motivated the students, resulted in positive learning outcomes, and strengthened the students’ ability to learn independently. Through this AR-based VP teaching model, students with developmental disabilities can improve their functional living skills.
{"title":"Effects of Video Prompting with Augmented Reality on Functional Living Skills of Students with Intellectual and Developmental Disabilities","authors":"Chu-Lung Wu, Yi-Hsuan Tsai","doi":"10.1177/01626434231170594","DOIUrl":"https://doi.org/10.1177/01626434231170594","url":null,"abstract":"Training functional living skills is crucial for students with intellectual and developmental disabilities (IDDs) because they are directly related to their independence. The aim of this study was to explore the effect of an augmented reality (AR)–based video prompting (VP) teaching model on the learning of functional living skills among elementary school students with intellectual and developmental disabilities. A multiple-probe, across-subjects, single-case research design was adopted to recruit three participants, namely, fifth- and sixth-grade students with IDDs in a special education program in an elementary school in Taichung City. The independent variable was the AR-based VP teaching model, and the dependent variable was the participants’ performance of functional living skills (cooking rice in a rice cooker). The results indicate that the intervention had immediate, maintenance, and generalization effects on all three participants. In addition, the participants noted that the teaching model relaxed and motivated them. The teachers also indicated that the teaching model motivated the students, resulted in positive learning outcomes, and strengthened the students’ ability to learn independently. Through this AR-based VP teaching model, students with developmental disabilities can improve their functional living skills.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65046023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-09DOI: 10.1177/01626434231155933
Samantha R. Goldman, Adam C. Carreon, Sean J. Smith, Jennifer A. Kurth
Written expression is an area of the curriculum with which many students with disabilities (SWDs) struggle. One solution to mitigate the barriers associated with this topic is to use educational technology supports such as speech-to-text, text-to-speech, and predictive text. Even though there has been an increase in technology access in the classrooms, challenges still exist with regards to determining which tools support which students, training educators to use the tools, and training students to use the tools. This can be attributed to the time investment required for educators to learn new technologies. This article provides educators with the steps to introduce and implement an intervention where SWDs support the special educator in teaching general education peers to use Google’s Voice Typing.
{"title":"Exploring and Implementing Available Writing Educational Technology for Students with Disabilities and Their Peers","authors":"Samantha R. Goldman, Adam C. Carreon, Sean J. Smith, Jennifer A. Kurth","doi":"10.1177/01626434231155933","DOIUrl":"https://doi.org/10.1177/01626434231155933","url":null,"abstract":"Written expression is an area of the curriculum with which many students with disabilities (SWDs) struggle. One solution to mitigate the barriers associated with this topic is to use educational technology supports such as speech-to-text, text-to-speech, and predictive text. Even though there has been an increase in technology access in the classrooms, challenges still exist with regards to determining which tools support which students, training educators to use the tools, and training students to use the tools. This can be attributed to the time investment required for educators to learn new technologies. This article provides educators with the steps to introduce and implement an intervention where SWDs support the special educator in teaching general education peers to use Google’s Voice Typing.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45665444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-24DOI: 10.1177/01626434231165969
Chelsey R. Simmons, Rhonda D. Miller, Nicole M. Uphold, S. Horn
Computer-based video instruction (CBVI) has been effective in teaching students with disabilities various health, community, and safety skills. Research suggests that CBVI is often used in conjunction with community-based instruction (CBI). Frequently, students with severe disabilities or students who are of high school age participate in CBI and/or CBVI and its accompanying research. This study investigated the effectiveness of CBVI to teach students with a mild ID, ages 11–13, appropriate responses to lures from strangers. A single-case, multiple probe across participants design was used to examine the impact of CBVI on one dependent variable, a correct two-step response (verbal and motor) to a lure from a stranger. The two-step response was adapted from the Akmanoglu & Tekin-Iftar (2011) study investigating responses to strangers. Data indicated that CBVI had a positive impact on all four participants. Participants also maintained the skill (up to 5 weeks) and generalized to a novel setting. Parents and teachers involved in the study also reported positive opinions regarding the aim and outcomes of the study. Implications for practice and for future research are provided.
{"title":"Teaching Students With a Mild Intellectual Disability to Respond to Strangers Using Computer-Based Video Instruction","authors":"Chelsey R. Simmons, Rhonda D. Miller, Nicole M. Uphold, S. Horn","doi":"10.1177/01626434231165969","DOIUrl":"https://doi.org/10.1177/01626434231165969","url":null,"abstract":"Computer-based video instruction (CBVI) has been effective in teaching students with disabilities various health, community, and safety skills. Research suggests that CBVI is often used in conjunction with community-based instruction (CBI). Frequently, students with severe disabilities or students who are of high school age participate in CBI and/or CBVI and its accompanying research. This study investigated the effectiveness of CBVI to teach students with a mild ID, ages 11–13, appropriate responses to lures from strangers. A single-case, multiple probe across participants design was used to examine the impact of CBVI on one dependent variable, a correct two-step response (verbal and motor) to a lure from a stranger. The two-step response was adapted from the Akmanoglu & Tekin-Iftar (2011) study investigating responses to strangers. Data indicated that CBVI had a positive impact on all four participants. Participants also maintained the skill (up to 5 weeks) and generalized to a novel setting. Parents and teachers involved in the study also reported positive opinions regarding the aim and outcomes of the study. Implications for practice and for future research are provided.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42056123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-20DOI: 10.1177/01626434231165456
Judith A. Morrison, Danielle Malone, Sara Sorensen Petersen
The project described in this article focused on the school’s environment and students’ connections with the school. The project took place in a large, comprehensive high school with eight 12th grade students, one with intellectual disabilities, three with learning disabilities, two with autism spectrum disorders, and two with health impairments. Students learned to collect data, use an ArcGIS map for analysis, brainstormed and carried out methods to bring awareness about garbage on school grounds to the school community (using posters, announcements, and incentive points), and compared garbage quantity after a week of awareness. Students gained insight into how technology can be used to define a problem, strategies to communicate important issues, and the value of collecting and using data for decision-making. The strengths of this project were engaging students in an authentic school-based investigation while being introduced to new technology tools, learning about the impact they can have on their school, and increasing their connections to the schoolwide community.
{"title":"Trash is a Problem! Building Students’ Connection to Their School Community","authors":"Judith A. Morrison, Danielle Malone, Sara Sorensen Petersen","doi":"10.1177/01626434231165456","DOIUrl":"https://doi.org/10.1177/01626434231165456","url":null,"abstract":"The project described in this article focused on the school’s environment and students’ connections with the school. The project took place in a large, comprehensive high school with eight 12th grade students, one with intellectual disabilities, three with learning disabilities, two with autism spectrum disorders, and two with health impairments. Students learned to collect data, use an ArcGIS map for analysis, brainstormed and carried out methods to bring awareness about garbage on school grounds to the school community (using posters, announcements, and incentive points), and compared garbage quantity after a week of awareness. Students gained insight into how technology can be used to define a problem, strategies to communicate important issues, and the value of collecting and using data for decision-making. The strengths of this project were engaging students in an authentic school-based investigation while being introduced to new technology tools, learning about the impact they can have on their school, and increasing their connections to the schoolwide community.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49287288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-18DOI: 10.1177/01626434221135158
M. A. Da Fonte, Nicole P. Wolfe, Emily R. DeLuca, Melissa J. Cavagnini, Krista L. Nardi
Mobile technologies, including apps, have become increasingly popular, and are being used to support daily activities among a variety of individuals. While the use of mobile technologies will not eliminate barriers often faced by individuals with disabilities, these systems have the potential to help minimize some of these barriers. As the popularity of apps is increasing, the purpose of this study was to evaluate the reliability, internal consistency, and social validity among novice raters on two app evaluation rating scales. A total of 17 adults, with and without identified disabilities, evaluated apps using two team-designed app rating scales. Overall, findings indicated that the ratings completed during the pilot phase by the research team were more reliable than those completed by novice raters during the testing phase; that the dimension of individualization was the most reliable among team raters and novice participants without disabilities; and that the highest level of inconsistency in the reliability was among novice participants with disabilities. Practical implications, limitations, and future research directions are discussed.
{"title":"An App Evaluation System for All Stakeholders: A Pilot Study","authors":"M. A. Da Fonte, Nicole P. Wolfe, Emily R. DeLuca, Melissa J. Cavagnini, Krista L. Nardi","doi":"10.1177/01626434221135158","DOIUrl":"https://doi.org/10.1177/01626434221135158","url":null,"abstract":"Mobile technologies, including apps, have become increasingly popular, and are being used to support daily activities among a variety of individuals. While the use of mobile technologies will not eliminate barriers often faced by individuals with disabilities, these systems have the potential to help minimize some of these barriers. As the popularity of apps is increasing, the purpose of this study was to evaluate the reliability, internal consistency, and social validity among novice raters on two app evaluation rating scales. A total of 17 adults, with and without identified disabilities, evaluated apps using two team-designed app rating scales. Overall, findings indicated that the ratings completed during the pilot phase by the research team were more reliable than those completed by novice raters during the testing phase; that the dimension of individualization was the most reliable among team raters and novice participants without disabilities; and that the highest level of inconsistency in the reliability was among novice participants with disabilities. Practical implications, limitations, and future research directions are discussed.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45295593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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