Gail Fitzgerald

The effects of learning style and hypermedia prior experience on behavioral disorders knowledge and time on task: a case-based hypermedia environment

Abstract This study involved 17 graduate students enrolled in a Behavioral Disorders course. As a part of the course, they engaged in an extensive case-based hypermedia program designed to enhance their ability to solve student emotional and behavioral problems. Results include: (1) students increased their knowledge about behavioral disorders; (2) those students with more hypermedia experience spent more time using the hypermedia program; (3) those students who acquired greater knowledge also wrote better student reports; and (4) students, regardless of learning style (as measured by Kolbs Learning Style Inventory), benefited equally from using the hypermedia program.

An Investigation of Communicative Competence of ESL Students Using Electronic Discussion Boards

Abstract This study focuses on the use of electronic discussion boards with elementary-aged English as a Second Language (ESL) students. The purpose of the study is to investigate students’ communicative competence in a computer-mediated communication environment. Both qualitative and quantitative methods were used to analyze 956 messages posted by 28 ESL students to the electronic discussion board during a six-week period of time. Changes were found in children’s use of language for social purposes and appropriate use of language in different social and cultural settings. Recommendations for teachers include the design of online discussion activities and future considerations of peer assistance in language learning.

Research on Computer-Mediated Instruction for Students with High Incidence Disabilities

In this literature review, the effects of computer-mediated instruction on the learning of students with mild and moderate disabilities are synthesized from 1996 onward that extends our previously published synthesis for the period 1987–1995. Empirically based findings are reviewed and discussed in the basic skills areas of reading, writing, and mathematics, as well as in the content areas of social studies and science. Results are interpreted and discussed regarding traditional teaching methodologies in special education as well as changes in the instructional ecology and expectations for students created by the inclusion movement and reforms in general education. Limitations found in the reviewed studies are described and future directions for research in special education technology for students with high incidence disabilities are identified.

Empirical Advances in Technology-Assisted Instruction for Students with Mild and Moderate Disabilities.

AbstractIn this literature review, the effects of technology-assisted instruction on the learning of students with mild and moderate disabilities are synthesized for the 1988–1995 period. Empirically based findings are reviewed and discussed in the basic skill areas of reading, written expression, whole language, and mathematics, as well as in the content areas of social studies and science. Results are interpreted and recommendations are provided regarding the design of software for students with disabilities, effective instructional practices, curricular integration, and uses of newer technologies. Future directions for research and challenges facing teachers of students with disabilities are identified.

Concept Mapping as a Research Tool to Evaluate Conceptual Change Related to Instructional Methods

Concept maps are commonly used in a variety of educational settings as a learning aid or instructional tool. Additionally, their potential as a research tool has been recognized. This article defines features of concept maps, describes the use of pre- and postconcept maps as a research tool, and offers a protocol for employing concept maps as an effective research tool. To illustrate the viability of concept maps as a research tool, specific steps and examples are provided from a study that used concept maps to investigate the conceptual change of pre-service and in-service teachers after participation in special and general education courses using multimedia case-based instruction. Support for concept maps as a research tool to evaluate learning and growth in knowledge are provided with specific procedures for creating a concept map quality scoring system.

The Effects of Instructional Implementation on Learning With Interactive Multimedia Case-Based Instruction

Interactive, multimedia cases with technology supports present new ways of teaching and learning in teacher education. In this mixed-methods, naturalistic study, the authors investigate how and what participants learn from multimedia cases and, in particular, how instructional implementation affects learning outcomes from multimedia cases. Multimedia cases with technology supports were implemented in 20 different higher education courses with varying University of Missouri—Columbia instructional modes involving 251 pre-service and practicing teacher education students from four different universities. Results indicate that how multimedia cases are integrated into courses makes a difference in case-based learning outcomes and that these differences are evidenced in both quantitative and qualitative data. Overall, significant learning occurred for all instructional implementation groups with one exception—limiting use of cases to context for additional course assignments was not effective. Implications for teacher education are explored.

Electronic Performance Support Systems: An Assistive Technology Tool for Secondary Students with Mild Disabilities:

This article presents the results of a qualitative study investigating the usability and perceived effectiveness of StrategyTools™, an electronic performance system support designed for secondary students with mild disabilities to use independently in classroom and home situations. The StrategyTools software contains 39 computerized research-based strategy tools to support learning, behavior, and transition in high school and beyond. Two special education teachers each used the software with their high school students for one semester. Interviews were subsequently conducted with the two teachers and four students with behavior disorders who used the software. Interview responses were analyzed inductively for themes related to benefits, concerns, and usability. Design features of the software, the systems to support use of the software, and results of the qualitative analysis are reported. Recommendations for future research and suggestions for use of the StrategyTools software and support system are provided.

The effects of an interactive videodisc training program in classroom observation skills used as a teaching tool and as a learning tool

In higher education, instruction is typically teacher-directed through traditional lecture formats and assignments with predetermined criteria. Through hypermedia-based materials, new ways of learning are possible based on learner control and self-directed instruction; such approaches require personal goal-setting, nonlinear exploration of materials, context-based problem solving, and progress monitoring. For students to learn in new ways, instructors have to teach in new ways. Teachers cannot simply take new hypermedia applications and implement them within existing approaches if higher level outcomes are to be realized. The findings in this study are consistent with previous research studies which demonstrate equal or better learning using hypermedia-based instructional materials when students are allowed learner control. If the learning profile for each student determines the effective use of an application, then hypermedia is best implemented as a learning tool.

Exploring the Bridge from Multimedia Cases to Classrooms: Evidence of Transfer

This article reports findings from a follow-up study of teacher education students who utilized multimedia cases in coursework in preparation for teaching students with emotional/behavioral disorders. The purpose of the study was to examine the extent to which knowledge, skills, and attitudes gained through multimedia case-based instruction were maintained following coursework with the cases and transferred to discussions of classroom practice. Research subjects included 16 students who agreed to participate in an online follow-up support group during the two semesters after their use of multimedia cases in their teacher education courses. The independent variable was testing condition (postinstruction versus follow-up Semester 1 versus follow up Semester 2). Dependent variables included the breadth of concept (nodes), the interconnectedness of concept (links), and the quality of content contained in concept maps completed at preinstruction, postinstruction, and two follow-up points in time. Results indicated that conceptual change occurred between preinstruction and the first follow-up phase, and these changes in conceptual knowledge were maintained during the follow-up period while participants were employed in schools. Qualitative data provide a rich understanding of the study findings by relating transfer of knowledge, skills, and attitudes to the prior case instruction and scaffolds embedded in the cases.

Kid Tools: Self-Management, Problem- Solving, Organizational, and Planning Software for Children and Teachers

This article provides an overview of KidTools, an electronic performance software system designed for elementary and middle school children to use independently on classroom or home computers. The software system contains 30 computerized research-based strategy tools that can be implemented in a classroom or home environment. Through the research-based intervention strategies and corresponding computerized templates in KidTools, children are given tools to help them gain control of problem behaviors. A brief description of the software, how to use it, resources available for teachers and parents, and two classroom examples are offered.This article provides an overview of KidTools, an electronic performance software system designed for elementary and middle school children to use independently on classroom or home computers. The software system contains 30 computerized research-based strategy tools that can be implemented in a classroom or home environment. Through the research-based intervention strategies and corresponding computerized templates in KidTools, children are given tools to help them gain control of problem behaviors. A brief description of the software, how to use it, resources available for teachers and parents, and two classroom examples are offered.