Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2022, Cilt: 6 Sayı: 1, 84 - 100, 30.06.2022

Sinan Hopcan Saniye Tokel

https://doi.org/10.54535/rep.1129936
Cited By: 1

Öz

Kaynakça

  • Akyol, H. (2005). Türkçe ilk okuma yazma öğretimi [Turkish literacy instruction]. Pegem A Yayıncılık.
  • Alberta Learning and Teaching Branch (2002). Career and life management guide to implementation. Alberta Assessment Consortium.
  • Alston, J. (1985). The handwriting of seven to nine year olds. British Journal of Special Education, 12(2), 68-72.
  • APA. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). APA.
  • Arpacık, Ö. (2014). Zihinsel engelli öğrencilere yönelik çoklu ortam materyallerinin geliştirme süreci ve kullanımının öğretmenlere ve öğrencilere etkisi [Development process of multimedia materials for students with learning disabilities and the effect on the teachers and students] (Unpublished doctoral dissertation). Atatürk University, Erzurum.
  • Chicu, S. O., Ţicău, A., & Şoitu, L. (2014). Training for new technologies. Handwriting with new technologies. Procedia-Social and Behavioral Sciences, 142, 781-785.
  • Chung, P., & Patel, D. R. (2015). Dysgraphia. International Journal of Child and Adolescent Health, 8(1), 27-36.
  • Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage.
  • Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124–130.
  • Czyzewski, A., Odya, P., Grabkowska, A., Grabkowski, M., & Kostek, B. (2009, August). Smart pen: new multimodal computer control tool for dyslexia therapy. Poster presented at the meeting of SIGGRAPH '09, USA.
  • Diah, N. M., Ismail, M., Hamid, P. M. A., & Ahmad, S. (2012). A development of a computer-assisted software (AJaW) that encourages Jawi writing for children. Education, 2(5), 130-135.
  • Doğan, S. (2015). Examining effects of a technology-enhanced extracurriculum on special education students with intellectual disability (Unpublished master's thesis). Middle East Technical University, Ankara.
  • Eliçin, Ö. (2015). Otizm spektrum bozukluğu olan çocuklara işlevsel okuma becerilerinin kazandırılmasında tablet bilgisayar aracılığı ile sunulan programın etkiliği [Teaching functional reading skills to children with autism via tablet PC program] (Unpublished doctoral dissertation). Abant İzzet Baysal University, Bolu.
  • Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50(2), 491–498.
  • Fedora, P. (2015). Integrating technology tools for students struggling with written language. Kappa Delta Pi Record, 51(1), 31-35.
  • Fernández-López, Á., Rodríguez-Fórtiz, M. J., Rodríguez-Almendros, M. L., & Martínez-Segura, M. J. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77-90.
  • Gauvreau, A. N. (2015). How was your day in preschool? Teaching accurate recall to young children with autism using mobile technologies and visuals supports (Unpublished doctoral dissertation). University of Washington, USA.
  • Giordano, D., & Maiorana, F. (2014). Addressing dysgraphia with a mobile, web-based software with interactive feedback. In Biomedical and Health Informatics (BHI), 2014 IEEE-EMBS International Conference on, Spain, 264-268.doi: 10.1109/BHI.2014.6864354
  • Hamstra-Bletz, L., & Blöte, A. W. (1993). A longitudinal study on dysgraphic handwriting in primary school. Journal of Learning Disabilities, 26(10), 689-699.
  • Hopcan, S., Tokel, S. T., Karasu, N., & Aykut, Ç. (2019). Design and development of a mobile writing application for students with dysgraphia. In Mobile technologies in educational organizations (pp. 233-262). IGI Global.
  • Hopcan, S., & Tokel, S. T. (2021). Exploring the effectiveness of a mobile writing application for supporting handwriting acquisition of students with dysgraphia. Education and Information Technologies, 26(4), 3967-4002.
  • Kagohara, D. M., Meer, L., Ramdoss, S., O’Reilly, M. F., Lancioni, G. E., Davis, T. N., & Sigafoos, J. (2013). Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities, 34(1), 147-156.
  • Karlsdottir, R., & Stefansson, T. (2002). Problems in developing functional handwriting. Perceptual and Motor Skills, 94(2), 623-662.
  • Maeland, A. F. (1992). Handwriting and perceptual-motor skills in clumsy, dysgraphic, and 'normal' children. Perceptual and Motor Skills, 75(3), 1207-1217.
  • McHale, K., & Cermak, S. A. (1992). Fine motor activities in elementary school: Preliminary findings and provisional implications for children with fine motor problems. American Journal of Occupational Therapy, 46(10), 898-903.
  • McNamara, B. E. (2007). Learning disabilities: Bridging the gap between research and classroom practice. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
  • Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Parastar Feizabadi, M., Yazdchi, M., Ghoshuni, M., & Hashemian, P. (2013). A brief study on EEG signals of dysgraphia children in relaxing and writing moods. International Journal of Biomedical Research, 4(1), 45-49.
  • Reid, G., Elbeheri, G., & Everatt, J. (2015). Assessing children with specific learning difficulties: A teacher's practical guide. New York, NY: Routledge.
  • Richards, R. G. (1998). The writing dilemma: Understanding dysgraphia. Richards Educational Therapy Center.
  • Rubin, N., & Henderson, S. E. (1982). Two sides of the same coin: variations in teaching methods and failure to learn to write. British Journal of Special Education, 9(4), 17-24.
  • Smits-Engelsman, B. C. M., Van Galen, G. P., & Michels, C. G. J. (1995). Teachers assessment of the motor proficiency level and motor writing skills of elementary school pupils. In B. C. M. Smits-Engelsman (Ed.), Theory based diagnosis of fine-motor coordination development and deficiencies using handwriting tasks (pp. 33-49). Unpublished PhD thesis, The Netherlands: Nijmegen.
  • Smits-Engelsman, B. C., Niemeijer, A. S., & Van Galen, G. P. (2001). Fine motor deficiencies in children diagnosed as DCD based on poor grapho-motor ability. Human Movement Science, 20(1), 161-182.
  • Tseng, M. H., & Cermak, S. A. (1993). The influence of ergonomic factors and perceptual-motor abilities on handwriting performance. American Journal of Occupational Therapy, 47(10), 919-926.
  • Yiğiter, S. (2005). Sınıf öğretmenlerinin özel öğrenme güçlüğüne ilişkin bilgi düzeyleri ile özel öğrenme güçlüğü olan çocuklarin kaynaştirilmasina yönelik tutumlari arasindaki ilişkinin incelenmesi (Unpublished master's thesis). Marmara University, İstanbul.
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences] (9th ed.). Seçkin Yayıncılık.
  • Yılmaz, B. (2014). Design of a mobile device application with handwriting recognition to make learning easy for students who have learning disabilities (Unpublished master's thesis). Maltepe University, İstanbul.
  • Zhang, Y. (2000). Technology and the writing skills of students with learning disabilities. Journal of Research on Computing in Education, 32(4), 467-478.

The Views of Special Education Teachers about a Mobile Writing Application

Yıl 2022, Cilt: 6 Sayı: 1, 84 - 100, 30.06.2022

Sinan Hopcan Saniye Tokel

https://doi.org/10.54535/rep.1129936
Cited By: 1

Öz

Students’ acquisition of writing skills plays a key role in their academic life. Approximately half a normal school day is covered by writing activities. Although writing is such an important skill in education, there are students who have difficulties. One of the specific learning disabilities, dysgraphia, can be defined as writing impairment. Educational technology is a promising solution for students with dysgraphia. Mobile devices in particular offer a wide spectrum of opportunities for students with dysgraphia to learn with their unique qualities. The main purpose of this study is to reveal the views of special education teachers on a mobile writing application after its use. Previous studies have developed a mobile writing application (Hopcan et al., 2019) and examined its effectiveness (Hopcan & Tokel, 2021). In this current study, a qualitative method was used to reveal the views of special education teachers on the mobile writing application after its use. Semi-structured interviews were conducted on the application with seven special education teachers. Teachers perceived the mobile writing application as easy to use. In addition, teachers found the application useful in terms of improving students’ writing skills, teaching how to write accurately, and maintaining students’ attention more than traditional writing practices. They perceived the mobile writing application as enjoyable for students. Some of the teachers had suggestions for improving the application.

Anahtar Kelimeler

Dysgraphia Mobile technologies Handwriting

Kaynakça

  • Akyol, H. (2005). Türkçe ilk okuma yazma öğretimi [Turkish literacy instruction]. Pegem A Yayıncılık.
  • Alberta Learning and Teaching Branch (2002). Career and life management guide to implementation. Alberta Assessment Consortium.
  • Alston, J. (1985). The handwriting of seven to nine year olds. British Journal of Special Education, 12(2), 68-72.
  • APA. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). APA.
  • Arpacık, Ö. (2014). Zihinsel engelli öğrencilere yönelik çoklu ortam materyallerinin geliştirme süreci ve kullanımının öğretmenlere ve öğrencilere etkisi [Development process of multimedia materials for students with learning disabilities and the effect on the teachers and students] (Unpublished doctoral dissertation). Atatürk University, Erzurum.
  • Chicu, S. O., Ţicău, A., & Şoitu, L. (2014). Training for new technologies. Handwriting with new technologies. Procedia-Social and Behavioral Sciences, 142, 781-785.
  • Chung, P., & Patel, D. R. (2015). Dysgraphia. International Journal of Child and Adolescent Health, 8(1), 27-36.
  • Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage.
  • Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124–130.
  • Czyzewski, A., Odya, P., Grabkowska, A., Grabkowski, M., & Kostek, B. (2009, August). Smart pen: new multimodal computer control tool for dyslexia therapy. Poster presented at the meeting of SIGGRAPH '09, USA.
  • Diah, N. M., Ismail, M., Hamid, P. M. A., & Ahmad, S. (2012). A development of a computer-assisted software (AJaW) that encourages Jawi writing for children. Education, 2(5), 130-135.
  • Doğan, S. (2015). Examining effects of a technology-enhanced extracurriculum on special education students with intellectual disability (Unpublished master's thesis). Middle East Technical University, Ankara.
  • Eliçin, Ö. (2015). Otizm spektrum bozukluğu olan çocuklara işlevsel okuma becerilerinin kazandırılmasında tablet bilgisayar aracılığı ile sunulan programın etkiliği [Teaching functional reading skills to children with autism via tablet PC program] (Unpublished doctoral dissertation). Abant İzzet Baysal University, Bolu.
  • Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50(2), 491–498.
  • Fedora, P. (2015). Integrating technology tools for students struggling with written language. Kappa Delta Pi Record, 51(1), 31-35.
  • Fernández-López, Á., Rodríguez-Fórtiz, M. J., Rodríguez-Almendros, M. L., & Martínez-Segura, M. J. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77-90.
  • Gauvreau, A. N. (2015). How was your day in preschool? Teaching accurate recall to young children with autism using mobile technologies and visuals supports (Unpublished doctoral dissertation). University of Washington, USA.
  • Giordano, D., & Maiorana, F. (2014). Addressing dysgraphia with a mobile, web-based software with interactive feedback. In Biomedical and Health Informatics (BHI), 2014 IEEE-EMBS International Conference on, Spain, 264-268.doi: 10.1109/BHI.2014.6864354
  • Hamstra-Bletz, L., & Blöte, A. W. (1993). A longitudinal study on dysgraphic handwriting in primary school. Journal of Learning Disabilities, 26(10), 689-699.
  • Hopcan, S., Tokel, S. T., Karasu, N., & Aykut, Ç. (2019). Design and development of a mobile writing application for students with dysgraphia. In Mobile technologies in educational organizations (pp. 233-262). IGI Global.
  • Hopcan, S., & Tokel, S. T. (2021). Exploring the effectiveness of a mobile writing application for supporting handwriting acquisition of students with dysgraphia. Education and Information Technologies, 26(4), 3967-4002.
  • Kagohara, D. M., Meer, L., Ramdoss, S., O’Reilly, M. F., Lancioni, G. E., Davis, T. N., & Sigafoos, J. (2013). Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities, 34(1), 147-156.
  • Karlsdottir, R., & Stefansson, T. (2002). Problems in developing functional handwriting. Perceptual and Motor Skills, 94(2), 623-662.
  • Maeland, A. F. (1992). Handwriting and perceptual-motor skills in clumsy, dysgraphic, and 'normal' children. Perceptual and Motor Skills, 75(3), 1207-1217.
  • McHale, K., & Cermak, S. A. (1992). Fine motor activities in elementary school: Preliminary findings and provisional implications for children with fine motor problems. American Journal of Occupational Therapy, 46(10), 898-903.
  • McNamara, B. E. (2007). Learning disabilities: Bridging the gap between research and classroom practice. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
  • Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Parastar Feizabadi, M., Yazdchi, M., Ghoshuni, M., & Hashemian, P. (2013). A brief study on EEG signals of dysgraphia children in relaxing and writing moods. International Journal of Biomedical Research, 4(1), 45-49.
  • Reid, G., Elbeheri, G., & Everatt, J. (2015). Assessing children with specific learning difficulties: A teacher's practical guide. New York, NY: Routledge.
  • Richards, R. G. (1998). The writing dilemma: Understanding dysgraphia. Richards Educational Therapy Center.
  • Rubin, N., & Henderson, S. E. (1982). Two sides of the same coin: variations in teaching methods and failure to learn to write. British Journal of Special Education, 9(4), 17-24.
  • Smits-Engelsman, B. C. M., Van Galen, G. P., & Michels, C. G. J. (1995). Teachers assessment of the motor proficiency level and motor writing skills of elementary school pupils. In B. C. M. Smits-Engelsman (Ed.), Theory based diagnosis of fine-motor coordination development and deficiencies using handwriting tasks (pp. 33-49). Unpublished PhD thesis, The Netherlands: Nijmegen.
  • Smits-Engelsman, B. C., Niemeijer, A. S., & Van Galen, G. P. (2001). Fine motor deficiencies in children diagnosed as DCD based on poor grapho-motor ability. Human Movement Science, 20(1), 161-182.
  • Tseng, M. H., & Cermak, S. A. (1993). The influence of ergonomic factors and perceptual-motor abilities on handwriting performance. American Journal of Occupational Therapy, 47(10), 919-926.
  • Yiğiter, S. (2005). Sınıf öğretmenlerinin özel öğrenme güçlüğüne ilişkin bilgi düzeyleri ile özel öğrenme güçlüğü olan çocuklarin kaynaştirilmasina yönelik tutumlari arasindaki ilişkinin incelenmesi (Unpublished master's thesis). Marmara University, İstanbul.
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences] (9th ed.). Seçkin Yayıncılık.
  • Yılmaz, B. (2014). Design of a mobile device application with handwriting recognition to make learning easy for students who have learning disabilities (Unpublished master's thesis). Maltepe University, İstanbul.
  • Zhang, Y. (2000). Technology and the writing skills of students with learning disabilities. Journal of Research on Computing in Education, 32(4), 467-478.
Toplam 38 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Articles
Yazarlar

Sinan Hopcan 0000-0001-8911-3463

Saniye Tokel 0000-0002-2855-6452

Yayımlanma Tarihi 30 Haziran 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 6 Sayı: 1

Kaynak Göster

APA Hopcan, S., & Tokel, S. (2022). The Views of Special Education Teachers about a Mobile Writing Application. Research on Education and Psychology, 6(1), 84-100. https://doi.org/10.54535/rep.1129936

Cited By

Are Existing Mobile Writing Applications for Writing Difficulties Sufficient?
Participatory Educational Research
https://doi.org/10.17275/per.23.73.10.5
 Kapak Resmi İndir

17908

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