The Effects of Technology Integration in the Classroom for Students With ADHD

2021 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Aleen Kojayan ◽  
Aubrey L. C. Statti ◽  
Kelly M. Torres
Keyword(s):  
Technology Integration ◽  
General Education ◽  
Qualitative Case Study ◽  
Positive Influence ◽  
Social Growth ◽  
Social And Emotional ◽  
General Education Classroom ◽  
Students With Adhd ◽  
Development Of Students

This qualitative case study investigated the influence of technology integration in a special education classroom for students who have ADHD. Technology has shown to have a positive influence on student academic, social, and emotional growth in a general education classroom. This study sought to understand the influence technology has for students struggling with ADHD. This study aimed to understand if technology can play a role in the development of students with ADHD specifically in the domains of academic and social growth. Through observations, interviews, and focus group sessions, six themes were deduced: importance of consistency in using technology, impact of group size, increased interest, increased independence, task initiation/time efficiency using Chromebook, and overall confidence academically and socially.

The Effects of Technology Integration in the Classroom for Students With ADHD

2022 ◽  
pp. 553-563
Author(s):  
Aleen Kojayan ◽  
Aubrey L. C. Statti ◽  
Kelly M. Torres
Keyword(s):  
Technology Integration ◽  
General Education ◽  
Positive Influence ◽  
Initiation Time ◽  
Social Growth ◽  
Social And Emotional ◽  
General Education Classroom ◽  
Students With Adhd ◽  
Development Of Students

This qualitative case study investigated the influence of technology integration in a special education classroom for students who have ADHD. Technology has shown to have a positive influence on student academic, social, and emotional growth in a general education classroom. This study sought to understand the influence technology has for students struggling with ADHD. This study aimed to understand if technology can play a role in the development of students with ADHD specifically in the domains of academic and social growth. Through observations, interviews, and focus group sessions, six themes were deduced: importance of consistency in using technology, impact of group size, increased interest, increased independence, task initiation/time efficiency using Chromebook, and overall confidence academically and socially.

scholarly journals SIGNIFICANCE OF TEACHER PROFESSIONAL DEVELOPMENT IN RESPONSE TO THE CURRENT GENERAL EDUCATION REFORMS IN VIETNAM: PERCEPTIONS OF SCHOOL PRINCIPALS AND TEACHERS

2020 ◽  
Vol 78 (3) ◽  
pp. 449-464
Author(s):  
Ngoc Hai Tran ◽  
Thang Dinh Truong ◽  
Hong-Van Thi Dinh ◽  
Le-Hang Thi Do ◽  
Tu-Anh Thi Tran ◽  
...  
Keyword(s):  
Professional Development ◽  
General Education ◽  
Teacher Professional Development ◽  
Qualitative Case Study ◽  
Case Study Research ◽  
Vital Role ◽  
Teaching Methodology ◽  
Education Reforms ◽  
Teacher Professional

Teacher professional development (TPD) plays a vital role in enhancing student achievement and the education quality improvement at general education schools. Vietnam is carrying out the general education reforms including the curriculum, teaching methodology and textbook replacement. In order to make those reforms succeed, a lot of things have been done so far in which TPD is considered a key measure. This qualitative case-study research aimed to find out the perceptions of principals and the teachers in three selected K12 schools on TPD in response to the education reforms implementation in Vietnam using the data from the open-ended interviews with the principals, the questionnaires from teachers, and the school policy-related documents. The importance of TPD related closely to the general education reforms implementation at three schools was highly perceived and highly appreciated by the principals and teachers in similar vein. These made a strong link between their beliefs and TPD practices at their schools for promoting the education reforms. Keywords: education reforms, qualitative case-study, teacher professional development, Vietnamese K12 school.

scholarly journals The development of students’ adversity quotient through online learning models: A case study of an Islamic education course

2021 ◽  
Vol 1 (1) ◽  
pp. 35-41
Author(s):  
Dina Mardiana ◽  
◽  
Tobroni ◽  
Triyo Supriyatno ◽  
◽  
...  
Keyword(s):  
Data Analysis ◽  
Online Education ◽  
Qualitative Case Study ◽  
Participant Observation ◽  
Learning Model ◽  
Islamic Education ◽  
Learning Models ◽  
New Knowledge ◽  
Development Of Students

Students’ Adversity Quotient is one of the most significant elements in online education. This research focused on analyzing how the design of learning of an online Islamic education course called Pendidikan Agama Islam (PAI) prepared the development of students’ adversity quotient. This research was located at a university in Malang, Indonesia and its methodology used qualitative case study. Based on Stoltz's Adversity Quotient theory (Stoltz, 1997), data collection for this study was carried out through online-based interviews, participant observation, and documentation. However, interactive model of Miles, Huberman, and Saldana (Miles, et al., 2014) was used as data analysis. The research found that the PAI course at a university in Malang had a theoretical learning model, which could develop students’ adversity quotient. The theoretical learning model of PAI requires an ability to adapt cognitive structures through the stages of assimilation, accommodation, and equilibration of new knowledge, as well as psychic readiness to face challenges providing the development of students' adversity quotient. This theoretical learning model facilitated the development of students’ adversity quotient, as emerged through four indicators: resilient, persistent, sincere, and self-gratefulness. The contribution of this research is crucial to the implementation of online Islamic education learning through a theoretical learning model that will lead to benefits in achieving educational targets more effectively.

scholarly journals School of Ants goes to college: integrating citizen science into the general education classroom increases engagement with science

2016 ◽  
Vol 15 (01) ◽  
pp. A03 ◽  
Author(s):  
Tyler Vitone ◽  
Kathryn Stofer ◽  
M. Sedonia Steininger ◽  
Jiri Hulcr ◽  
Robert Dunn ◽  
...  
Keyword(s):  
General Education ◽  
Learning Outcomes ◽  
Citizen Science ◽  
Scientific Research ◽  
Qualitative Assessment ◽  
Educational Impact ◽  
General Education Classroom ◽  
Attitudes Towards Science ◽  
The Impact

Citizen science has proven useful in advancing scientific research, but participant learning outcomes are not often assessed. This case study describes the implementation and tailoring of an in-depth assessment of the educational impact of two citizen science projects in an undergraduate, general education course. Mixed-methods assessment of citizen science within a college classroom demonstrates that public participation in scientific research can positively alter attitudes towards science. The timing and type of assessments yielded significantly different results and qualitative assessment provided depth and context. However, disentangling the impact of the course from participation in the projects is the biggest challenge.

scholarly journals Perspectives on inclusion in the general education classroom

2019 ◽  
Author(s):  
◽  
Kimberly Kesler
Keyword(s):  
Social Justice ◽  
General Education ◽  
Students With Disabilities ◽  
Elementary Principal ◽  
General Education Teachers ◽  
General Education Classroom ◽  
Social Justice Theory ◽  
Appropriate Education ◽  
District Administration

The focus of this case study involves inclusion of students with disabilities in the general education classroom. The emphasis is on 7th-12th grade general education teachers and administrators' perspectives regarding inclusion. Laws, such as Individuals with Disabilities Education Act and Every Student Succeeds Act, ensure all students receive an appropriate education. Inclusion would provide instruction for students with disabilities in the general education environment to the maximum extent possible. This appropriate education must be received in the least restrictive environment. Students with disabilities should receive appropriate accommodations and modifications in the general education classroom in order to be successful. The IEP team, which consists of general education teachers, special education teachers, administrators and parents, determine the appropriate placement for individual students.This case study is centered around Social Justice Theory. Under Social Justice Theory all students have equal access to instruction and resources in the learning environment. Students are supported and held to high expectations. Leaders should create a learning environment in which all students can be successful.This case study focuses on teachers and administrators of grades 7th to 12th. The researcher chose these grade levels because there seems to be difficulty implementing accommodations and modifications for students with disabilities in these grades in the school district under study. This difficulty could be due to the short amount of time teachers have students. Each class period is 50 minutes long. Students begin receiving credits for graduation in the 9th grade. How assignments are modified may affect the content learn by students. The amount of time students with disabilities take to learn content and the actual content they are learning may be why general education teachers struggle with inclusion of students with disabilities in the classroom.The elementary principal was included in this case study because this position is part of the district administration team. The district administration team is the decision-making body for the school district. The researcher included the elementary principal for this reason.

Factors Influencing Academic Performance Of Children With Autism Included In The General Education Classroom: A Case Study

2021 ◽  
Author(s):  
Charizze Mae A. Andoy ◽  
◽  
Saturnina P. Aberin ◽  
Keyword(s):  
Academic Performance ◽  
General Education ◽  
Instructional Strategies ◽  
Family Involvement ◽  
Children With Autism ◽  
Academic Programs ◽  
Step Method ◽  
Factors Influencing ◽  
General Education Classroom

ABSTRACT Students with autism face diverse challenges in general education classroom and this greatly affect their access and full participation in academic programs. The purpose this case study is to find out the factors influencing the academic performance of children with autism included in general education classroom. The study was guided in establishing the factors influencing the academic performance of children with autism; the instructional strategies; the family involvement; the attitude and their overall academic performance. The study adopted theories of Bandura Social Cognition and Weiner Attribution. The questionnaires were administered to parents, autism graduates and to their previous teachers in 4 levels. Data were analysed and summarized. Findings indicated that classroom factors, step-by-step method of instructional strategies, the positive feedback; family involvement, character of obedience and persistence of the students that range from average to excellent level influence the academic performance of autism students included in general education classroom. The study recommended that autism students should work hard despite of their condition. Parents should find ways on how to handle their children. Teachers must not only monitor the academic performance and behaviour of students. Community should embrace understanding and acceptance of autism students who have done right and wrong. KEYWORDS: Academic Performance, Autism, General Education Classroom

Using Opportunities to Respond in a General Education Classroom: A Case Study

2009 ◽  
Vol 32 (2) ◽  
pp. 267-278 ◽  
Author(s):  
Todd Haydon ◽  
G. Richmond Mancil ◽  
Christopher Van Loan
Keyword(s):  
General Education ◽  
Opportunities To Respond ◽  
General Education Classroom
Sign in / Sign up

Export Citation Format

Share Document