Information and Communication Technology Profiles of College Students with Learning Disabilities and Adequate and Very Poor Readers

Fichten, Catherine S.; Nguyen, Mai Nhu; King, Laura; Barile, Maria; Havel, Alice; Mimouni, Zohra; Chauvin, Alexandre; Budd, Jillian; Raymond, Odette; Juhel, Jean-Charles; Asuncion, Jennison V.

doi:10.5539/jel.v2n1p176

Cited by 14 publications

(16 citation statements)

References 5 publications

(4 reference statements)

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“…Moreover, over 80% of nominated professors posted these, despite the frequently voiced concern that if notes and PowerPoints are posted online, students will not attend class. However, a previous study by Fichten et al (2013) found that students self-reported that they were equally likely to attend class when course notes were and when these were not posted online. Since self-report is not actual behavior, more research is needed on how online PowerPoints and course notes influence learning and class participation.…”

mentioning

confidence: 92%

Information and Communication Technologies: Views of Canadian College Students and “Excellent” Professors

Fichten¹,

Jorgensen²,

Havel³

et al. 2018

JETS

Self Cite

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We explored s and compared students comp that worked w completed a c for them that n there were so books, blogs a did help with Both student Future researc between profe Keywords: i perspectives, p IntroductioInformation a ubiquitous an their use. Her their use of in do these work excellent in th Post-secondar in order to he (Hue & Ab J quality of te post-secondar resulted in nu information, a Professors TechnoloThere is an ex tion and C by Buchanan, Sainter and Saunders (2013), with a sample of 114 professors, found that the ten most frequently used technologies were: links to online library resources; online audio / video podcasts from other sources; formative online testing; online audio / video podcasts created by the professors themselves; discussion boards for class discussions; discussion boards for frequently asked questions; blogs with the goal of encouraging reflection on learning; Wikis; blogs for micropublishing; and online tests. An increase in the popularity of recorded lectures has also been noted (O'Callaghan, Neumann, Jones, & Creed, 2017).The popularity of social networks, such as Facebook and Twitter, in academe has increased. Yet, there is minimal empirical literature on faculty experiences with the educational use of social networks (Veletsianos & Kimmons, 2012). Among existing studies, Caldwell (2015) found that only 18% of professors used social network sites in their teaching, although almost 50% were willing to use these more extensively. Zakharov, Horton, Reid, Willis, and Attardo (2017) provided an explanation for the low frequency of social media use by exploring the experiences of 126 professors. They found that a variety of barriers exist to the use of social media in teaching: reliability, complexity, lack of support, inadequate professional development, time requirements, and legal issues. ProficiencyThe limited research on professor proficiency in teaching with technology shows that professors were more likely to use technology in their courses if they had a greater degree of confidence in their ability to use this (Howard & Mozejko, 2015). These researchers also found no significant differences between male and female professors in their level of confidence in their ability to use technology. Use of Personal Technology in ClassThere are no universally accepted guidelines that dictate the appropriate use of mobile technologies in class (Lindroth & Bergquist, 2010). This has resulted in a culture of uncertainty, in which neither professors nor students understand what constitutes the appropriate use of laptops and other mobile devices in class (Kay & Lauricella, 2011;Santos, Bocheco, & Habak, 2018).Some professors do not allow students to use their laptops and mobile technologies in class at all (Young, 2006). This has the potential to create conflict between professors and their students, since students indicated that being allowed to use their personal technologies in class was important (Alkahtani, Ahmad, Darmoul, Samman, Al-zabidi, & Matraf, 2016).Other professors choo...

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mentioning

confidence: 92%

Information and Communication Technologies: Views of Canadian College Students and “Excellent” Professors

Fichten¹,

Jorgensen²,

Havel³

et al. 2018

JETS

Self Cite

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“…In addition to the apps and techniques listed in Table 3, our results highlight that what are usually considered general use apps and built-in features of mobile devices are, in fact, used as assistive aids by students with certain disabilities (e.g., Fichten et al, 2013;Fichten, Asuncion, Barile, Fossey, & De Simone, 2000). For example, the ubiquitous dictionary feature of most mobile apps can be used as assistive technology by students with literacy challenges and learning disabilities.…”

Section: General Use Features and Appsmentioning

confidence: 75%

Mobile Technologies That Help Post-Secondary Students Succeed: A Pilot Study of Canadian and Israeli Professionals and Students With Disabilities

Fichten¹,

Jorgensen²,

King³

et al. 2019

IRHE

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In this preliminary investigation we examine the uses of mobile devices such as smartphones, tablets and laptops for (a) non-academic and (b) academic purposes in the post-secondary classroom, as well as for (c) academic tasks outside the class by post-secondary students with disabilities. Integration of smartphones and other mobile devices into the learning process is innovative, challenging and highly relevant for post-secondary education. Also, research shows that post-secondary students like courses where use of their personal mobile devices in class is allowed. To explore how students with disabilities use their mobile devices we held four focus groups, with six to eight participants each: two in Canada (one for students with disabilities, one for professionals who assist students with disabilities) and two in Israel. The findings show that students with disabilities use their mobile devices for all the same reasons as nondisabled students. In addition, students with disabilities use general purpose mobile device features and apps as assistive aids. Implications of the blurring of the distinction between assistive and general use mobile device features and apps for the academic inclusion of post-secondary students with disabilities is discussed. It appears that for many students with disabilities, access to their personal mobile devices for academic purposes, both in and out of the classroom, is essential to ensure their full inclusion.

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“…For example, in one study of students with autism in higher education in Australia, a student discussed being provided with a computer to help with notetaking and to avoid handwriting legibility issues (Cai & Richdale, 2015, p. 36). However, there can be issues with the provision of ICT in these situations as students are often only permitted to use the devices for narrow purposes (Alper, 2017), despite the fact that non-specialised software and digital devices can actually be the most commonly used and most helpful assistance for students with disability (Fichten et al, 2013;Heiman, Fichten, Olenik-Shemesh, Keshet, & Jorgensen, 2017).…”

Section: Australian Students With Disability Ict Usementioning

confidence: 99%

“…In order to address some of these issues, a Quebecois study by Fichten et al (2013) involved compiling a list of ICTs that experts believed would benefit college students with learning disabilities and then asking those students which ICTs they actually used. The researchers found key discrepancies between the expert recommendations and student realities.…”

Section: Specific Issues For Students With Disability Studying Onlinementioning

confidence: 99%

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Pitman³

2020

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Information and Communication Technology Profiles of College Students with Learning Disabilities and Adequate and Very Poor Readers

Cited by 14 publications

References 5 publications

Information and Communication Technologies: Views of Canadian College Students and “Excellent” Professors

Information and Communication Technologies: Views of Canadian College Students and “Excellent” Professors

Mobile Technologies That Help Post-Secondary Students Succeed: A Pilot Study of Canadian and Israeli Professionals and Students With Disabilities

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