Randall Boone

Increasing Access to Teacher Preparation: The Effectiveness of Traditional Instructional Methods in an Online Learning Environment:

Distance education via the World Wide Web is currently being examined as a method to provide special and general education instruction in teacher preparation programs. The purpose of this study was to compare the effectiveness of traditional instructional methods in an online learning environment. Results of this study revealed that overall there were no significant differences between learning under the two conditions. That is, student academic outcomes were the same when instruction was delivered in a traditional classroom or through an online learning environment. Some advantage was found to online discussions in contrast to face-to-face discussions. Traditional instructional methods, such as those used in this study, produce similar academic outcomes when delivered through online learning environments. The implications of these results for teacher preparation practice are discussed.

Creating Individualized Computer-Assisted Instruction for Students with Autism Using Multimedia Authoring Software

This article provides a rationale for educators to use multimedia computer technologies to create individualized computer-based instructional materials for students with autism. Software design guidelines based on empirical research are presented along with a detailed description of two multimedia authoring systems for educators.

Hypertext Support for Remedial Students and Students with Learning Disabilities

Student use of pop-up text windows that support or extend information found in a high school social studies text provides a detailed look into the instructional effectiveness of a set of hypermedia study guides. Twenty-five students, 19 male and 6 female, with a mean age of 14.6 years participated in this study. Thirteen were students with learning disabilities and 12 were remedial students. Findings from the study indicate that hypertext (text-only) support provides adequate reinforcement to move remedial students and students with learning disabilities toward continued, unprompted use of a hypermedia study guide, and that short-term and long-term retention of information can be expected from text-only information support. Students who had access to the hypermedia study guides exhibited better information retention than students who did not use the hypermedia study guides.

Hypermedia Basal Readers: Three Years of School-Based Research

This three-year longitudinal study involved the use of hypermedia computer assisted instruction (CAI) to provide individualized reading instruction within a general classroom environment for students in grades K-3. The software provided reading lessons in a hypermedia format designed as supplementary material for a basal reader series. Because this project was interested in the maintenance of students with mild disabilities in the general education setting, particular attention was given to the reading progress of low-achieving students, as they appeared to be the most at risk for being referred to special education classes. Analysis of the achievement test data indicates: Year One. Entire-class significance was shown with experimental classes outperforming control classes at kindergarten, second grade, and third grade. When the classrooms were broken down into ability groups, low students in the kindergarten, second grade, and third grade experimental classes achieved significantly higher total test scores than their control peers. Year Two. No entire class significance was shown at the first, second, or third grade levels. When the classrooms were broken down into ability groups, at the first, second, and third grade levels, the low group students in the experimental classrooms had significantly higher total test scores than the students in the control classroom low groups. Year Three. When comparing entire classes on total test scores, no entire class significance was shown at the kindergarten, second, or third grade levels. When classrooms were divided into ability groups, low students in the kindergarten experimental class achieved significantly higher total test scores than the control students.

Evaluating Educational Software for Special Education

are formative and summative evaluations, education consumers often assume that the software they have purchased has undergone evaluation with a target population (e.g., students with learning disabilities, third graders, students for whom English is a second language, students considered at risk) and that it will help them achieve desired educational outcomes for specific learners. Although many software developers know it is important to consult with educational experts, some companies still develop software without taking into account educational factors that may affect learning (Geisert & Futrell, 1995). In their research, Lockard, Abrams, and Many (1997) found that educators’ concerns included the fol-

Teacher Beliefs About Educational Software: A Delphi Study

Abstract A Delphi method was used to determine the extent to which current educational software was meeting the needs of teachers; as well as what changes needed to occur in educational software to make it more effective. Five overarching themes emerged: (a) instructional design issues, (b) curriculum, (c) materials, (d) cost, and (e) meeting specific needs. The cost of software was a concern throughout the study. The belief that educational software should be grounded in both content and purpose was also a major concern. Deficiencies and suggestions for improvement were found.

Effects of Multimedia Software on Achievement of Middle School Students in an American History Class

Abstract This study investigated social studies achievement as a result of utilizing a multimedia-based American history software program (Ignite Early American History, 2003) to augment textbook and lecture materials for seventh-grade middle school history students in an ethnically and linguistically diverse urban school district. The instructional software used was an interactive multimedia program designed to teach middle school students through video, song, animation, text, and other media to develop critical thinking skills while acquiring knowledge of required content strands (Ignite Learning, 2003). Teacher and student activities, pretest and posttest scores, and instructional methods for experimental and control conditions were documented in order to provide a comprehensive understanding of the results.

Hypermedia CAI: A Supplement to an Elementary School Basal Reader Program

The results from the first year of a longitudinal study involving the development and testing of hypermedia computer assisted instructional (CAI) reading materials for grades K-3 are discussed. The hypermedia materials were designed to facilitate the successful participation of both handicapped and nonhandicapped students as well as students at risk for special education referral in a regular elementary classroom basal reading program. The hypermedia reading lessons provided students with a reading environment offering additional information about words and concepts from their basal reading textbook. This differs from traditional computer assisted reading software which often presents lessons on isolated skills not specifically related to basal textbook content or pedagogy. The results from the first year of the three-year study indicate that hypermedia is a promising instructional tool for students who have been classified as poor readers by means of an achievement test. Results are inconclusive as to whether the hypermedia CAI lessons are best used before or after a teacher directed reading activity.

Reading, Writing, and Publishing Digital Text

Digital text and the ideas that underlie digital publishing have critical implications for teaching and learning. The methods by which students, teachers, and researchers conduct their business of reading, writing, and conducting research is undergoing significant change through such media as the Internet, CD-ROMs, electronic books, electronic libraries, and other technology-based resources. These new digital platforms call for a fresh look at such issues as instructional strategies, accessibility, and copyright. Vignettes offer a positive scenario for educational use of digital text.

Strategies for Adapting WebQuests for Students with Learning Disabilities

WebQuests are gaining popularity as teachers explore using the Internet for guided learning activities. A WebQuest involves students working on a task that is broken down into clearly defined steps. Students often work in groups to actively conduct the research. This article suggests a variety of methods for adapting WebQuests for students with learning disabilities. Various strategies include advance organizers, graphic organizers, hypertext study guides, outlines, vocabulary definitions, annotated lists of Web sites, and templates for compiling information.