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ERIC Number: EJ1001431
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-0162-6434
Using an iTouch to Teach Core Curriculum Words and Definitions: Efficacy and Social Validity
Jameson, J. Matt; Thompson, Victoria; Manuele, Greg; Smith, Diane; Egan, Hannah; Moore, Tiffany
Journal of Special Education Technology, v27 n3 p41-54 2012
Media scholars have long recognized the interaction between the medium that conveys the information and the information that is conveyed. This study examined the relative impact of different low- and high-tech instructional mediums (e.g., flashcards and the iTouch) on the acquisition of general education content-referenced sight words and definitions by students with significant cognitive disabilities. Results indicated that most of the students (three of the four students in the study) preferred high-tech instructional mediums during preference assessments prior to instruction. There was an increase in the tolerance for massed trials for preferred instructional mediums, but it was not meaningful. In spite of these data, there was minimal difference in the rates of skill acquisition or the social validity of the instructional mediums. (Contains 5 tables and 6 figures.)
Technology and Media Division of the Council for Exceptional Children. 2900 Crystal Drive Suite 1000, Arlington, VA 22202. e-mail: contactus@tamcec.org; Web site: http://www.tamcec.org/jset
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Grade 9; Middle Schools; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Utah
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001