Effects of computer collaborative group work on peer acceptance of a junior pupil with attention deficit hyperactivity disorder (ADHD)

Tan, Teck Shuenn; Cheung, Wing Sum

doi:10.1016/j.compedu.2006.08.005

Cited by 17 publications

(17 citation statements)

References 23 publications

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“…Collaborative work environments are needed in inclusion processes, facilitating collaboration and interaction in inclusive learning environments. Computer‐supported collaborative learning is suitable for addressing individual needs, especially needs related to disability, with regard to social groups and providing interaction with peers (Lewis et al , ; Mavrou et al , ; Tan & Cheung, ). Based on the idea of design for all, a developmental study with an interactive whiteboard was undertaken by Freire et al () to facilitate inclusion of blind students in collaborative learning.…”

Section: Resultsmentioning

confidence: 99%

“… Papers on ICT access (for example: Ari & Inan, ) Papers on teaching and learning methods (for example: Johnson & Hegarty, ; Kleemans, Segers, Droop & Wentink, ; McEvoy & McConkey, ; Reis et al , ; Schloss, ) Papers on development and testing of ICT solutions (for example: Chambers, ; Newell, Booth & Beattie, ; Singleton & Simmons, ) Reviews (for example: Douglas, ; Hartley, ) Assessments (for example: Mioduser, Tur‐Kaspa & Leitner, ; Nicol & Anderson, ) Papers on inclusion (Abbott & Cribb, ; Bain & Parkes, ; Bishop, ; Freire et al , ; Iorio et al , ; Istenic Starcic, ; Istenic Starcic & Niskala, ; Lewis & Neill, ; Lewis et al , ; Luke, ; Mavrou et al , ; Nevile & Treviranus, ; Parsons et al , 2006a; Tan & Cheung, ; Wearmouth et al , ; Winter & McGhie‐Richmond, ; Witt & McDermott, ) Papers on interaction (for example: Cheng, Chiang, Ye & Cheng, ) …”

Section: Discussionmentioning

confidence: 99%

“…Researching the underlying teaching and learning practice in the use of ICT in inclusive classrooms is raising questions of differentiation and individualisation in mainstreaming special educational needs. Research has focused on curriculum‐authoring tools (Bain & Parkes, ), learning‐management systems providing digital learning environments (Bishop, ; Freire, Linhalis, Bianchini, Fortes & Pimentel, ; Istenic Starcic & Niskala, ; Luke, ), teachers' preparation and professional development (Istenic Starcic, ; Wearmouth, Smith & Soler, ; Winter & McGhie‐Richmond, ), computer‐supported collaborative learning as social support to facilitate mainstream inclusion (Lewis, Trushell & Woods, ; Mavrou, Lewis & Douglas, ; Tan & Cheung, ), and accessibility of computer‐based resources in inclusive education and the wider context (Abbott & Cribb, ; Iorio et al , ; Nevile & Treviranus, ; Witt & McDermott, ).…”

Section: Introductionmentioning

confidence: 99%

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ICT‐supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970–2011

Starčič¹,

Bagon

2013

Brit J Educational Tech

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She teaches instructional design and educational technology, learning environments, information and communication technology (ICT)-assisted learning for people with special needs, ICT in health, media education and contemporary learning theories. She is conducting research at all levels of education, adult education, workplace learning, professional development and teacher education. Andreja's website has details of her activities and publications: http://andreja-istenic-starcic.eu/. Spela Bagon is a PhD student at the University of Primorska Faculty of Education. She is conducting research in the field of ICT-assisted learning-environment design for primary school. AbstractResearch and development of information and communication technology (ICT)supported learning for people with disabilities has not received adequate attention. It is also difficult to access research findings and developments in this field. Under the ENABLE Network of ICT Supported Learning for Disabled People (2011-2014) project, an emerging European Union reference point portal for end-users will provide this information for a broad audience. In the design phase of the project idea, the authors of this paper conducted a review of papers indexed in Web of Science to provide a needs assessment and a design template for the project objectives. The results of the search clearly showed that ICT-supported learning for people with special educational needs is in the domain of the educational technology journals, with more papers published in the British Journal of Educational Technology than in any other journal. This paper presents the results of a content analysis of all papers published from 1970 to 2011 in seven educational technology journals indexed in Web of Science. More papers were published from 2006 to 2011 (44.7%) than during any other of five periods examined. Findings in terms of ICT intervention, disability groups, groups of study participants by relationship with ICT, and research design, together with trends in published studies in terms of mainstreaming and inclusion, are presented. The main objective of the study was to identify the level of inclusion through analysis of educational context (special schools [30.51%], mainstream schools [28.81%] and general support for life [40.68%]). Based on content analysis, ICT interventions were classified into the two categories of technical intervention in the pedagogical context (62.71% of all papers published) and technical intervention in the wider context (37.29% of all papers published), with nine paper types identified: papers on ICT access, papers on teaching and learning methods, papers on development and testing of ICT solutions, reviews, assessments, papers on inclusion, papers on behavioural and social development, papers on use of information technology and papers on interaction. Papers were also categorised according to types of disability and according to groups of study participants by relationship with ICT. Published papers Research questionsThe following research questions w...

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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ICT‐supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970–2011

Starčič¹,

Bagon

2013

Brit J Educational Tech

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“…However, it is possible that females, regardless of the presence of a laptop, are more actively involved in higher education classrooms. While no specific research could be found on gender differences and note-taking behavior in a university context, a number of studies suggest that males participate more in traditional higher education classrooms than females (e.g., Canada & Pringle, 1995;Caspi, Chajut, & Saporta, 2008;Younger, Warrington, & Williams, 1999). However, Caspi et al (2008) observed that females participated more in online discussion where a written format was used to communicate.…”

Section: Alternative Explanationmentioning

confidence: 99%

Gender Differences in the use of Laptops in Higher Education: A Formative Analysis

Kay

Lauricella

2011

Journal of Educational Computing Research

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Over the past 18 years, a number of large scale reviews of the literature have documented that gender differences in computer attitudes, ability, and use tend to favor males. Since the use of laptops in higher education classrooms is increasing, it is important to examine whether this use is disproportionally advantageous to males and disadvantageous to females. The purpose of this study was to explore gender differences in the use of laptops in higher education classrooms. Two key areas were examined: on-task behaviors (note-taking, academic activities, instant messaging) and off-task behaviors (e-mail, instant messaging, games, movies, distractions). With respect to on-task behaviors, females reported significantly more note-taking and participation in academic laptop-based activities. No gender differences were observed with respect to instant messaging for academic purposes. Regarding off-task behaviors, females were more distracted by their peers' use of laptops than males, whereas males reported that they played significantly more games during class. Recommendations for future research include expanding the breadth of off-and on-task behaviors assessed, exploring the role of teaching strategies, and focusing on learning performance.

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“…Hence, Tan and Cheung (2008) stressed the need to foster and reinforce their social skills and their cooperative behaviour, since this improves their social competence.…”

Section: Social Self-perceptions Of Children With Adhdmentioning

confidence: 99%

Perfil multicontextual de los niños con Trastorno por Deficit de Atención e Hiperactividad en sus Competencias Sociales

Chiva¹

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AgradecimientosSon distintas las personas que han participado, directa o indirectamente, en este trabajo de tesis, opinando, corrigiendo, teniéndome paciencia, acompañándome en los momentos de crisis y en los de felicidad.Mi más amplio agradecimiento a mi directora de tesis la Dra. Rosa García Castellar, por la confianza depositada en mí, por su valiosa dirección, criterio y buen hacer en el trabajo para sacar adelante la presente tesis. Agradecer a mi co-directora la Dra. Pilar Jara Jiménez, por su importante aporte e incansable y gran labor en los análisis estadísticos. Quiero expresar mi más sincero agradecimiento a ambas, por el apoyo que me han dado durante estos años, no solamente a nivel laboral sino personal, y por su infinita paciencia. Gracias a ambas por creer en mí. Agradecer a la Asociación de Padres de Afectados por Déficit de Atención eHiperactividad de la provincia de Castellón, (APADAHCAS). Por colaboración e implicación para que se hiciera realidad este proyecto. En especial a Mª Teresa Saura.Mi profunda gratitud a compañeros de diferentes areás de mi trabajo Rosana, Oscar, Nuria y sobretodo a Francisco por haberme apoyado y ayudado, para poder sacar la tesis adelante.Por supuesto, mi más profundo y sentido agradecimiento a mi familia. Sin su apoyo y colaboración no habría sido posible haber finalizado este proyecto. A Mari, esa hermana que nunca he tenido. A mi tía Carmen, quien también a contribuido a que pudiese salir la tesis ayudando a mi madre a cuidar de mis hijos. A quien siempre se preocupa por mí, mi querido ahijado Ruben. A mis padres Mª Esperanza y Manolo, que tanto han hecho para que lograse cumplir todos mis sueños. Pues sin ellos no habría sido posible realizar la tesis, y ser quien soy ahora.Un especial agradecimiento a mi marido Miguel Angel, quien me apoya en todas las decisiones que tomo y quien siempre esta a mi lado, dando lo mejor de él.Y sobre todo a mis hijos Miquel y Guillem, que dais sentido a todo lo que hago en la vida. 9Believe anything is possible James Matthew Barrie 11 PrólogoEsta tesis doctoral se presenta con el objetivo de obtener el grado de Doctor en Psicología de la Universitat Jaume I de Castellón. En la tesis se reúne el trabajo de investigación realizado como psicóloga entre los años 2011 y 2016, sobre diferentes factores de las competencias sociales en niños con Trastorno por Déficit de Atención e Hiperactividad, (TDAH). Se presenta por compendio de artículos, de los cuales, dos están publicados en revistas científicas y uno está en proceso de revisión externa. Concretamente son los trabajos: Jara-Jiménez, P., García-castellar, R., Sánchez-chiva, D., & Herrero-Machancoses, F.(review). Predictive capacity of interpersonal variable on the "ADHD" children self- control. Research in Developmental DisabilitiesGarcía, R., . School context: Family satisfaction and social competence of children with AttentionDeficit/Hyperactivity Disorder (ADHD). & Behavioral Sciences, 29,[544][545][546][547][548][549][550][551] http://dx.doi.org/10.1016/j.sbspro.2011.11.274...

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Effects of computer collaborative group work on peer acceptance of a junior pupil with attention deficit hyperactivity disorder (ADHD)

Cited by 17 publications

References 23 publications

ICT‐supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970–2011

ICT‐supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970–2011

Gender Differences in the use of Laptops in Higher Education: A Formative Analysis

Perfil multicontextual de los niños con Trastorno por Deficit de Atención e Hiperactividad en sus Competencias Sociales

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