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(1 - 9 of 9)
- Title
- AN EXPLORATION OF USING IPADS AND DIGITAL STORYTELLING THROUGH WESTORIESWITH STUDENTS WHO HAVE AUTISM.
- Creator
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Mariotti, Michelle, Gunter, Glenda, University of Central Florida
- Abstract / Description
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This study investigated the potential of using weStories, a type of digital storytelling, and the use of iPads with second and third grade students who have autism. Autism Spectrum Disorder (ASD) is a neurological disorder that affects a person's ability to communicate, comprehend language, and their ability to socially interact with peers. Digital storytelling combines the art of telling stories with photos, videos, audio, and other digital media. This study employed the use of weStories, a...
Show moreThis study investigated the potential of using weStories, a type of digital storytelling, and the use of iPads with second and third grade students who have autism. Autism Spectrum Disorder (ASD) is a neurological disorder that affects a person's ability to communicate, comprehend language, and their ability to socially interact with peers. Digital storytelling combines the art of telling stories with photos, videos, audio, and other digital media. This study employed the use of weStories, a collaborative storytelling process that requires students to work in a team while using an iPad. weStories were created by Dr. Glenda Gunter specifically for individuals to learn the fundamental of narrative and story skills to increase their literacy and communication skills. This study was conducted over a series of teachings and observations at the United Cerebral Palsy of Central Florida (UCP). The UCP is a school that serves children with a variety of learning disabilities, including autism. The purpose of this ethnographic thesis was to explore the impact of teaching the story invention process and weStories through iPads with students who have autism. Ethnographic research design was utilized to observe and assess individual changes in student behaviors and investigate the phenomena of story. This study utilized qualitative research methods. The potential of the intervention was measured through interviews and observations. This research on using technologies with students who have autism, such as iPads and weStories, has shown potential in terms of working collaboratively; enhancing problem solving in social situations, and providing exposure to iPads as a learning tool.
Show less - Date Issued
- 2012
- Identifier
- CFH0004153, ucf:44827
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004153
- Title
- iPads for Students with ASD: Comparing Delivery Modes for Visual Activity Schedules.
- Creator
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Gourwitz, Jillian, Martin, Suzanne, Vasquez, Eleazar, Pearl, Cynthia, Levin, Judith, Vince Garland, Krista, University of Central Florida
- Abstract / Description
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Visual Activity Schedules (VAS) are tools that present an abstract concept, such as time, in a more concrete and manageable form. VAS allow students to anticipate upcoming events and activities, develop an understanding of time, and facilitate the ability to predict change. Prior investigations have used VAS to increase on-task behavior while enhancing the student's ability to independently make transitions from one activity to another and are particularly appropriate as they capitalize on...
Show moreVisual Activity Schedules (VAS) are tools that present an abstract concept, such as time, in a more concrete and manageable form. VAS allow students to anticipate upcoming events and activities, develop an understanding of time, and facilitate the ability to predict change. Prior investigations have used VAS to increase on-task behavior while enhancing the student's ability to independently make transitions from one activity to another and are particularly appropriate as they capitalize on the visual strengths exhibited by many students with autism. Mobile devices such as the iPad are becoming a tool for teaching students with disabilities, and research is currently underway to determine the effectiveness of specific applications on student performance. This research examined the impact of VAS delivered via the iPad, compared to a paper-based VAS, on the percentage of on-task behavior and median transition time for students with autism spectrum disorder (ASD) during academic center activities in an inclusive classroom setting. An alternating-treatment, single-subject research design was used to determine whether a divergence exists between the paper-based VAS and the iPad VAS. This study included three student participants who (a) had a diagnosis of ASD as stated on the Individualized Education Plan (IEP), (b) were in grade level K-1, (c) received instruction through Language Arts activity centers taught within one classroom, and (d) had difficulty with independent on-task behavior as reported by the participant's teacher. Visual analysis of the data for on-task behavior revealed mixed results. Student 1 had a divergence between on-task behavior, with the paper-based VAS being a superior treatment condition to the iPad VAS 80% of the time. Student 2 also had a divergence between percentage of on-task behavior, with the iPad VAS being a superior treatment condition to the paper-based VAS 80% of the time. Student 3 had no clear divergence in percentage of on-task behavior between the iPad VAS and the paper-based VAS. All three participants had highly variable baseline and intervention data for transition time with a level stability range of 20% to 60%. Student 1 and Student 3 had no clear difference in transition time when comparing the paper-based VAS to the iPad VAS. Student 2 had a divergence in transition time data between the iPad VAS and the paper-based VAS, with the paper-based VAS being a superior treatment condition 90% of the time.
Show less - Date Issued
- 2014
- Identifier
- CFE0005339, ucf:50471
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005339
- Title
- Utilizing iPads to Enhance Student Engagement in Vocabulary Learning: A Case Study.
- Creator
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Park, Sarah, Zygouris-Coe, Vassiliki, Kelley, Michelle, Wilson, Nancy, University of Central Florida
- Abstract / Description
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According to research evidence, the relationship between vocabulary and reading proficiency is so powerful that it is a valuable predictor of reading comprehension and academic achievement in the later school years (Scarborough, 2011). The major contributor to reading problem is the vocabulary demand of texts that students are assigned in school (Mckeown, Corsson, Arts, Sandora, (&) Beck, 2012). National Assessment of Education Progress (National Center for Education Statistics, 2012) stated...
Show moreAccording to research evidence, the relationship between vocabulary and reading proficiency is so powerful that it is a valuable predictor of reading comprehension and academic achievement in the later school years (Scarborough, 2011). The major contributor to reading problem is the vocabulary demand of texts that students are assigned in school (Mckeown, Corsson, Arts, Sandora, (&) Beck, 2012). National Assessment of Education Progress (National Center for Education Statistics, 2012) stated the essential link between the words students know and students' ability to use those words to understand what they read. Therefore, researchers and educators have both agreed the importance of minimizing vocabulary gaps in order for students to be able to succeed academically and deal with rigorous content (Sparks, 2013). This case study examined the effects of how utilizing an iPad would enhance a student's engagement in vocabulary learning. A third grade student performing below grade level in reading comprehension and vocabulary participated in this study. The research took place at the University of Central Florida, College of Education, Reading Clinic. This research study concentrated on five different iPad applications that focused on enhancing the student's engagement in ways to use the iPad to engage students with vocabulary learning. The data obtained from this research were gathered through pre and post vocabulary test developed by the researcher to assess the student's learning gains. In addition, multiple sources such as attitude pre and post survey, game results, and observations were also collected. At the end of the research, the participant displayed tremendous learning gains in vocabulary. In addition, the researcher concluded that utilizing an iPad significantly enhanced the student's engagement in vocabulary learning.
Show less - Date Issued
- 2013
- Identifier
- CFE0005042, ucf:49966
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005042
- Title
- Enriching Students With Developmental Delays in an Early Childhood Classroom Using iPads With Mathematics Applications.
- Creator
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Powell, Selma, Dieker, Lisa, Little, Mary, Cross, Lee, Culp, Anne, University of Central Florida
- Abstract / Description
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Laws and legislation related to early childhood and special education have shaped the field and impacted the need for early intervention services, but the outcomes of those services both academically and socially at the forefront. Children with developmental delays today are eligible for school services beginning at birth across the country, the new challenging is determining the impact of services on the social and academic outcomes. Many children with developmental delays are served in...
Show moreLaws and legislation related to early childhood and special education have shaped the field and impacted the need for early intervention services, but the outcomes of those services both academically and socially at the forefront. Children with developmental delays today are eligible for school services beginning at birth across the country, the new challenging is determining the impact of services on the social and academic outcomes. Many children with developmental delays are served in inclusive early intervention classrooms. A need for developmentally appropriate quality mathematics instruction exists to prepare students to meet the demands of a global economy; students must demonstrate mastery of core subjects, such as mathematics, along with skills in information and communication technology (Partnership for 21st Century Skills, 2009). To promote mathematics achievement technology should be infused in instruction. Data were collected through a variety of sources including: student records review, TEMA-3 test scores, researcher's observation field notes, transcripts from student exit interviews, teacher interviews pre and post data collection, and parent questionnaires. The data were analyzed using Atlas-ti and was triangulated from the various data sources. Inter-observer agreement was obtained for all the results. Researcher observations occurred for 19 days in a pre-kindergarten inclusive classroom. The data were analyzed to identify themes for the four individual cases as well as two overarching themes as it related to the investigation of utilizing handheld technology for mathematics instruction in an early childhood education setting.
Show less - Date Issued
- 2012
- Identifier
- CFE0004584, ucf:49197
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004584
- Title
- Using Technology in the Treatment of Selective Mutism: The Incorporation of Mobile Applications.
- Creator
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Bunnell, Brian, Beidel, Deborah, Rapport, Mark, Neer, Sandra, Hundley, Gulnora, University of Central Florida
- Abstract / Description
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Selective mutism (SM) is a diagnosis marked by withdrawal of speech in certain social situations. The treatment of SM is often a difficult and lengthy process and there are many barriers to successful intervention. Behavioral therapy is most effective in the treatment of SM and the addition of therapeutic activities such as games and mobile devices may provide distinct advantages to this treatment (i.e., decreased patient anxiety levels and more active engagement). The current investigation...
Show moreSelective mutism (SM) is a diagnosis marked by withdrawal of speech in certain social situations. The treatment of SM is often a difficult and lengthy process and there are many barriers to successful intervention. Behavioral therapy is most effective in the treatment of SM and the addition of therapeutic activities such as games and mobile devices may provide distinct advantages to this treatment (i.e., decreased patient anxiety levels and more active engagement). The current investigation examined the utility of mobile applications during the behavioral treatment of SM as well as the effect of using mobile applications on child-reported and physiological indicators of anxious responding. Results indicated that children made remarkable treatment gains in just two treatment sessions (i.e., spoke to the clinician within 22 minutes of treatment and held five, five-minute conversations with additional adults during a second session) regardless of modality of delivery (using mobile applications, other activities, or reinforcement alone). Children shaped to speak with the inclusion of mobile applications reported less anxiety and exhibited decreased physiological anxious distress during treatment. The utility of mobile applications during the treatment of SM is discussed in addition to areas for future research (e.g., mobile-based treatment dissemination initiatives).
Show less - Date Issued
- 2015
- Identifier
- CFE0005767, ucf:50087
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005767
- Title
- AN EXAMINATION OF TECHNOLOGY AND ITS INFLUENCE ON READING IN STRUGGLING STUDENTS AND AN AUTOETHNOGRAPHY OF A PRESERVICE TEACHER.
- Creator
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Campanile, Megan, Wegmann, Susan, University of Central Florida
- Abstract / Description
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Educators have never had the possibility of incorporating technology into the classroom like they do today. Although technology can have its difficulties, it can truly help the development of reading for struggling students. Reading research is providing more and more clarity about how to use technology effectively within our school communities to support and enhance the academic performance of today's students (i.e. Gallagher, 2009; Isazadeh, 2004; Rice, 2011). A review of studies conducted...
Show moreEducators have never had the possibility of incorporating technology into the classroom like they do today. Although technology can have its difficulties, it can truly help the development of reading for struggling students. Reading research is providing more and more clarity about how to use technology effectively within our school communities to support and enhance the academic performance of today's students (i.e. Gallagher, 2009; Isazadeh, 2004; Rice, 2011). A review of studies conducted by the CEO Forum (2001)emphasizes: "technology can have the greatest impact when integrated into the curriculum to achieve clear, measurable educational objectives." This meaning that with the help of technology and all of the resources it provides, if used within the curriculum correctly teachers can reach their learning goals better. Technology can aid the growth of reading development in students with, or without, a learning disability. The beginning chapter will define students who are struggling readers and outline the effects technology will have on these students. Following, will be a present case study of a student who struggles with reading in order to frame the research in a contemporary setting. There will also be a personal experience with technology,focusing primarily on the IPAD, and a self-reflected journey within each chapter in a quest in becoming a technology savvy teacher. The next chapter will present the use IPADs within the classroom. It will then describe ways teachers can spark their students' interests in reading with alternative practices. With the help of a local, technology savvy teacher, there will be a real-life circumstances that have aided struggling readers at any specific grade level.
Show less - Date Issued
- 2012
- Identifier
- CFH0004280, ucf:44924
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004280
- Title
- A Model-Based Approach to Mobile Learning and Digital Literacy.
- Creator
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Ramsey, Zena, Gunter, Glenda, Kaplan, Jeffrey, Hartshorne, Richard, Coggins, Patrick, University of Central Florida
- Abstract / Description
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The purpose of this research study was to 1) explore models of technology implementation programs and professional development interventions that promote the successful integration of mobile devices (iPads) in a small elementary school in a large Central Florida school district, and 2) identify the needs of the instructional staff to design a professional development intervention to meet these needs. This school will be referred to as School A.In the U.S., the ownership of mobile devices,...
Show moreThe purpose of this research study was to 1) explore models of technology implementation programs and professional development interventions that promote the successful integration of mobile devices (iPads) in a small elementary school in a large Central Florida school district, and 2) identify the needs of the instructional staff to design a professional development intervention to meet these needs. This school will be referred to as School A.In the U.S., the ownership of mobile devices, such as iPads is on the rise. For example, 88% of American teenagers between ages 13 and 17 have access to a mobile phone, and 73% of teenagers have a smartphone (Pew Research Center, 2015). This has increased from 2013, when 78% of teenagers ages 12-17 had a cell phone, 47% of which were smartphones (Pew Research Center, 2013). Also, 58% of teens in this age group have a tablet (Pew Research Center, 2015). These devices, over other devices such as desktop computers, are becoming more commonly used to access the Internet (Pew Research Internet Project, 2014). This rise in mobile device ownership and usage by students and young adults in their daily lives has prompted educators to look toward mobile devices as potential educational tools to engage students (Herro, Kiger, (&) Owens, 2013). Developments in mobile technology have made these devices more accessible and versatile with Wi-Fi capabilities and a variety of applications (Wu et al., 2012).In this research study, a case study design using mixed methods was used to identify problems that exist in teachers' using and integrating iPads and to suggest solutions. The mixed-method data collection incorporated elements of qualitative research through a case study and elements of quantitative analysis through the use of descriptive statistics. An iPad survey was developed by the researcher and used to gather qualitative data at School A regarding teacher perceptions and experiences related to integrating iPads into classroom instruction. The sample population (n = 15) consisted of classroom teachers, support teachers, and academic coaches. The total population of teachers at School A was 34. Teacher responses were analyzed for common emergent themes as well as through the use of descriptive statistics consistent with data analysis methods for case study research (Cresswell, 2006). Additional qualitative data was gathered through the review of documents related to School A's iPad initiative and observational data regarding teacher training, and the applications loaded and used on the iPads were gathered via the researcher's role as the Apple Program Facilitator. Demographic data was also collected via the iPad survey and analyzed using descriptive statistics.The results revealed that 23% percent of teacher respondents were not currently integrating iPads into their classroom instruction, whereas 73% of teacher respondents reported that they were. Common instructional activities and strategies implemented via iPads included small group instruction, assessment, research, and projects. Additionally, it was found that 53% of the teacher respondents expressed interest in face-to-face (F2F) or Web-based professional development (PD) sessions, which included both users and non-users of the iPads. Further research should be conducted regarding how to best maximize teacher involvement in PD designed to train them how to effectively integrate iPads into their classroom instruction, and how to evaluate the effectiveness of a mobile device PD program, once in place, with respect to how classroom instruction is enhanced through the integration of the iPads and the impact on student learning.
Show less - Date Issued
- 2016
- Identifier
- CFE0006700, ucf:51910
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006700
- Title
- A Quasi-Experiment Examining Expressive and Receptive Vocabulary Knowledge of Preschool Head Start Children Using Mobile Media Apps.
- Creator
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Vatalaro, Angela, Culp, Anne, Szente, Judit, Hahs-Vaughn, Debbie, Levin, Judith, Goodman, Jill, University of Central Florida
- Abstract / Description
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The American Academy of Pediatrics (1999, 2011) recommends no screen time for children under two years and limited screen time for three- and four-year-olds. Despite these recommendations, most young children have easy access to various types of screens. In particular, children's use of mobile media, including tablets and other touch screen devices, is increasing (Common Sense Media, 2013). Even though scholars have highlighted positive uses for mobile media (Christakis, 2014; Radesky,...
Show moreThe American Academy of Pediatrics (1999, 2011) recommends no screen time for children under two years and limited screen time for three- and four-year-olds. Despite these recommendations, most young children have easy access to various types of screens. In particular, children's use of mobile media, including tablets and other touch screen devices, is increasing (Common Sense Media, 2013). Even though scholars have highlighted positive uses for mobile media (Christakis, 2014; Radesky, Schumacher, (&) Zuckerman, 2015) and there are recommendations in place for using mobile media with young children in active, open-ended ways (NAEYC (&) Fred Rogers Center, 2012), there has been very limited research conducted on the impact of mobile media on young children's development. What is more, as early childhood professionals are beginning to incorporate mobile media into their classrooms, they are struggling with the ability to use these devices in developmentally appropriate ways (Marklund, 2015; Nuttall, Edwards, Mantilla, Grieshaber, (&) Wood, 2015). The primary purpose of the present study was to examine the efficacy of using different types of mobile media apps to increase the receptive and expressive vocabulary development of preschool children living in economically disadvantaged communities. Children and teachers in four Head Start classrooms participated in the quasi-experimental study, which included an eight-week intervention in which the children interacted with one of two types of apps: one classroom used direct instruction vocabulary apps (n = 16) and one classroom used open-ended vocabulary apps (n = 15). Two classrooms served as control groups (n = 18; n = 14) which used apps that were chosen by the Head Start program with no specific instructional method. Children's vocabulary was assessed pre- and post-intervention. To assess receptive vocabulary, the PPVT-4 (Dunn (&) Dunn, 2007) and an iPad Receptive Vocabulary Assessment (Vatalaro, 2015a) were used. To assess expressive vocabulary, the EVT-2 (Williams, 2007) and an iPad Expressive Vocabulary Assessment (Vatalaro, 2015b) were used. Using a repeated measures analysis of variance with split plot analysis, children who used direct instruction apps performed statistically significantly higher on the PPVT-4 than children who used open-ended apps. Children in the direct instruction app group also performed statistically significantly higher than both control groups on the iPad Receptive Vocabulary Assessment. There were no statistically significant differences between groups for receptive vocabulary as measured by the EVT-2. However, when children were credited for describing a function instead of the iPad vocabulary word, the analysis of the iPad Expressive Vocabulary Assessment revealed that the children using direct instruction apps performed statistically significantly higher than children using open-ended apps and the children in one of the control groups. A secondary purpose of the present study was to examine the use of apps in mobile media by Head Start teachers. The teachers in the two intervention classrooms participated in weekly meetings with the primary researcher for support in using mobile media in their classrooms in order to ensure that the child intervention was carried out with fidelity. After analyzing data from teachers' self-report daily logs across the eight-week intervention, it was determined that the children received instruction on the assigned apps in both intervention classrooms. Although caution is given to the findings due to some limitations such as the quasi-experimental choice of a research design and the number of participants, the present study contributed to the early childhood research literature with the findings that interactive, animated apps which provide the meanings of vocabulary words in a direct instruction manner may have the ability to increase a child's receptive vocabulary, and to increase a child's descriptive definitions of iPad functions. This information increases the chance that teachers in Head Start will begin using direct instruction apps, in the hope of increasing a child's vocabulary knowledge.
Show less - Date Issued
- 2015
- Identifier
- CFE0005896, ucf:50859
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005896
- Title
- Eighth-Grade Students Reading Nonfiction Literature on the iPad: An Exploratory Case Study.
- Creator
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Cardullo, Victoria, Zygouris-Coe, Vassiliki, Wegmann, Susan, Hoffman, Bobby, Wilson, Nance, University of Central Florida
- Abstract / Description
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The intent of this qualitative research study was to investigate the experiences of eighth-grade readers as they read nonfiction text on an iPad for academic purposes. Analysis of the Common Core State Standards (CCSS) calls for close reading requiring readers to interact with the text to create meaning (Fisher, n.d.). With this in mind, the researcher investigated reading strategies students used to support their reading as well as what role the iPad features played in the reading process....
Show moreThe intent of this qualitative research study was to investigate the experiences of eighth-grade readers as they read nonfiction text on an iPad for academic purposes. Analysis of the Common Core State Standards (CCSS) calls for close reading requiring readers to interact with the text to create meaning (Fisher, n.d.). With this in mind, the researcher investigated reading strategies students used to support their reading as well as what role the iPad features played in the reading process. Several theoretical perspectives informed the framework for this study: (a) New Literacies theory, (b) transactional theory, (c) constructivist theory, and (d) metacognition theory. These perspectives focused on the reading comprehension strategies students used to facilitate reading comprehension while reading nonfiction text on an e-reader, specifically on an iPad. Data sources for this study included the following: (a) retrospective think alouds; (b) student questionnaire about iPad knowledge and experiences; (c) pre-study student interview; (d) post-study student interview; (e) Metacognitive Awareness of Reading Strategies Inventory (MARSI); (f) student observations; and (g) teacher interview. Pre-selection data for the collective case study participants were used to identify proficient readers who displayed confidence, competency, and control over text. The criteria used for participant selection included (a) reading skills using Lexile Levels, (b) MARSI survey, and (c) iPad use survey to determine prior knowledge of iPad. Three themes emerged in the collective case study that were directly related to the analysis. Students used a combination of (a) reading comprehension strategies, (b) nonfiction features, and (c) iPad features to support their reading of nonfiction on the iPad. Analysis of the data revealed three distinct groups for which recommendations were made: (a) classroom teachers, (b) publishers, and (c) researchers.
Show less - Date Issued
- 2013
- Identifier
- CFE0004662, ucf:49884
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004662
