This is a question that I often ask myself. I say "Yes" and I am going to eventually prove it.
Each day, I work with my students trying to find ways to make them more successful. It has been my experience that when the work is presented as a computer based activity the student is more willing to participate. I have also seen that when the student is agreeable with the assignment, the results are improved. Therefore, it is my mission to prove that children with impairments that hinder learning can be more successful in a setting that offers web-based learning. I found another article to help support my argument. "Exploring the relationships between Web usability and students' perceived learning in Web-based multimedia (WBMM) tutorials" is featured in Science Direct. This study is more along the lines of what I am trying to establish for my students. I do not want to replace my time in class with time at a computer. Instead, I want web based learning to compliment what we are doing together in class. I need the face to face interaction with my kids as much as they need that one on one personal attention from me. What I am proposing is a way that I can keep my kids from regressing over summer break; I can maintain my relationship with them and I can help them to be better prepared for the next grade level's expectations.
The case study, done at the university in Albany, NY is exactly the type of documentation that I need to support my proposal. Working with the three main learning theories, these researchers investigated how constructivist, behaviorist, and cognitive learners fared when face to face classes were complimented by various Web-based multi-media supplements. Focusing primarily on the cognitive approach to learning, the researchers investigated the impact that the WBMM had on overall learning. The article features examples of what the students participating in the study saw. It shows the survey that these students took, sharing their views on the study. Graphs and statistics are referenced to demonstrate that this is a successful learning approach. More than 65% of the students said that the WBMM tutorials did improve their learning (The graph showing the poll results is featured below).
This study has a similar set-up to what I want to do with my kids. Instead of meeting face to face each week, I will begin with face to face interaction, move to web-based multi-media lessons, and then return to face to face with complimentary web based interactions to continue throughout the next year. I am anxious to start gathering my own data and report on the success of my case study.
Resources for this blog included:
Informal research personally conducted at Walsingham Elementary School in Largo, FL, with the students of the 2nd-4th grade IVE program.
Mackey, T & Jinwon, H (2008).Exploring the Relationships between Web Usability and Students' Perceived Learning in Web-Based Multimedia (WBMM) Tutorials. Computers & Education. v50 n1 , 386-409 .
A full text version of the article referenced may be viewed at http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VCJ-4M3J0MN-1&_user=10&_coverDate=01%2F31%2F2008&_rdoc=27&_fmt=full&_orig=browse&_srch=doc-info(%23toc%235956%232008%23999499998%23670613%23FLA%23display%23Volume)&_cdi=5956&_sort=d&_docanchor=&_ct=30&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=0814fc2e6650fd40b198c08d3fb1cf72
3 comments:
Interesting articles and thoughts. I never really thought about the implications for students with learning challenges being off for the summer. Most school aged children require a week of review when summer is over, so I can imagine depending on the individual child this may be a much larger issue for the child with a learning disability.
I found this link regarding regression in hearing impaired children.
http://dspace.wustl.edu/bitstream/1838/579/1/Mathias,+Paula.pdf
I love your idea and I wish you the best in implementing it. I have to ask, though, what incentives are going to be in place to promote that the student does the computer supplement work over the summer? I have had students in the past who have been given several websites to use over the summer to maintain if not increase their skills (esp. in math). Their work was not tracked by teachers and there was no grade or other incentive for the student, so the work was not done and the student did lose some the skills acquired before the end of the prior school year.
Kellie,
Thanks for the link. It seems with most impairments there is a high level of regression. Work wise many of my students are receiving 1st grade curriculum for the 3rd year in a row. Sad.
Tobie,
I will actually carry over a final grade for the summer into the following school year. Because I have most of my students for 2 full years and because I work closely with a partner who teaches the next level, I can offer this incentive. I really don't think I will have to worry about it though. My students beg (at home and at school) for computer time and I have the advantage of knowing what peaks their interests.
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