東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Instructional Math Technology in Sec...

Higa, Joice M.

Linked to FindBook

Google Book

Amazon

博客來

Instructional Math Technology in Secondary Special Education: Teacher-Reported Practices and Perceptions.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Instructional Math Technology in Secondary Special Education: Teacher-Reported Practices and Perceptions./
Author:	Higa, Joice M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	202 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10600777
ISBN:	9780355312621

Instructional Math Technology in Secondary Special Education: Teacher-Reported Practices and Perceptions.
Higa, Joice M.

Instructional Math Technology in Secondary Special Education: Teacher-Reported Practices and Perceptions. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 202 p.

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ph.D.)--University of Nevada, Las Vegas, 2017.

Students with disabilities often have difficulty meeting established math proficiency levels. Without these skills, students may face increased challenges in transitioning to adulthood, including fewer post-secondary educational opportunities, limited career options, and decreased long-term income. Addressing low math skills is important to improving options for students with disabilities. Research indicates that technology-based interventions have the potential to improve academic outcomes.

ISBN: 9780355312621Subjects--Topical Terms:

517670
Educational technology.

Instructional Math Technology in Secondary Special Education: Teacher-Reported Practices and Perceptions.
LDR:03931nmm a2200361 4500 001 2202653
005 20190513114836.5
008 201008s2017 ||||||||||||||||| ||eng d
020 $a 9780355312621
035 $a (MiAaPQ)AAI10600777
035 $a (MiAaPQ)unlv:12481
035 $a AAI10600777
040 $a MiAaPQ $c MiAaPQ
100 1 $a Higa, Joice M. $3 3429414
245 1 0 $a Instructional Math Technology in Secondary Special Education: Teacher-Reported Practices and Perceptions.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 202 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
500 $a Adviser: Joseph Morgan.
502 $a Thesis (Ph.D.)--University of Nevada, Las Vegas, 2017.
520 $a Students with disabilities often have difficulty meeting established math proficiency levels. Without these skills, students may face increased challenges in transitioning to adulthood, including fewer post-secondary educational opportunities, limited career options, and decreased long-term income. Addressing low math skills is important to improving options for students with disabilities. Research indicates that technology-based interventions have the potential to improve academic outcomes.
520 $a The purpose of this study was to examine the math instructional technology used in secondary math classrooms with students with disabilities. The study also examined teacherperceived barriers and desired supports related to the integration of technology. A three-round Delphi method was used to collect survey data from participants. Participants were 36 secondary general and special education teachers who were identified as experts by their school principals and currently teaching secondary math to students with disabilities in co-teach and/or resource settings. Expertise criteria included a standard teaching license, experience using instructional software with students, and a minimum of three years of experience teaching students with disabilities in co-teach and/or resource settings.
520 $a The results indicated that participants most frequently used ALEKS, Kahoot, ST Math, or no instructional software in math instruction for students with disabilities. Software selection was based on software availability, software features, or no specific selection methods. Participants identified lack of time, cost, and lack of technology as barriers to implementation. The most frequently identified desired supports were training and support, additional technology, and no supports, and participants perceived technology as increasing engagement, improving math outcomes, or having an unknown impact on math performance.
520 $a These findings have implications for administrators, practitioners, researchers, and teacher preparation program developers. Instructional software continues to be underutilized in secondary math classrooms with students with disabilities, and the instructional software programs that are utilized do not have a strong evidence base. Administrators and practitioners should use a rigorous decision-making process to select and implement evidence-based instructional software to improve the math outcomes of students with disabilities.
520 $a Administrators should also provide ongoing training to teachers to support technology integration. For researchers, additional focus is needed on replication studies to strengthen the evidence base of instructional software programs. Finally, teacher preparation programs should include coverage of basic technology concepts, educational technology, software evaluation methods, budgeting, and time management.
590 $a School code: 0506.
650 4 $a Educational technology. $3 517670
650 4 $a Special education. $3 516693
650 4 $a Mathematics education. $3 641129
690 $a 0710
690 $a 0529
690 $a 0280
710 2 $a University of Nevada, Las Vegas. $b Educational and Clinical Studies. $3 3349073
773 0 $t Dissertation Abstracts International $g 79-03A(E).
790 $a 0506
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10600777