Use of Technology in the Classroom with Special Needs - Research Proposal Example

RESEARCH PROPOSAL USE OF TECHNOLOGY IN CLASSROOM WITH SPECIAL NEEDS By (Insert your names here) Abstract Computer technology is able to facilitate a broader range of educational activities that help special needs students meet a variety of needs. The same technology is adaptive technology that can be able to make students with even severe disability effectively participate in learning process especially alongside their peers who are normal. This suggestion follows existing statistics that thousands of students across different countries have not been able to fully benefit from the current or traditional educational programme since these students possess have a disability impairing their ability to comfortably contribute in typical classroom environment. For this kinds of learners, computer-based or technology based education system can play a significant role in the process of learning. This research proposal provides comprehensive overview of the role of using technology in classroom with special needs students and how such technologies can play roles in promoting the education of students with different disabilities. For instance, unlike the traditional system that has been designed for these students, incorporation of technology related platforms such as word processing, research enable software, and multimedia projects will help these students with a given learning and emotional disorders that further help them keep up with cope up difficulties such as speech and hearing impairment as well as blindness which has been hindering their effective participation in classroom. This is the point of departure in this research proposal---critically review effectiveness of using technology in classroom with special needs students. Introduction Using technology to help students with special need is not a new phenomenon. As a matter of fact, the usage of technology to assist individuals with special needs learn and experience an advanced or enhanced quality of life has been significant area where scholars have concentrated their efforts. Even Alexander Graham invented his famous Bell of the telephone because he had the desire to help students with hearing disabilities (Margalit, 2000). In as much as literature materials explaining presence of technologies that have been developed to help students with special needs continue to grow, the past 15 years have seen an unparalleled interest among researchers and scholars in developing assistive and descriptive technologies that can make learning process simpler and effective to the special needs students (Collins et al., 2005; Riel, 2009). Conversely, Mueller 2011 shows that by 2008 there were more than 25,000 technologies that could easily enhance the learning and or life functioning of students with special needs while in school---the question has been whether or not to adopt these technologies in the respective classrooms or schools. Despite the efforts that have been shown especially in attempts to develop high-tech devices, Mueller (2011) notes that schools handling special needs students have begun to show renewed appreciation for low technology aids and considerable in the process of assisting students for technological needs. As a matter of fact, the question that most researches have focused on is to review the effectiveness of such technologies to special needs students. This research proposal also considers best practices of technology adoption in various schools having special needs students and how the application of such technologies promoted learning process for these learners. Furthermore, a significant number of instructional and assistive technologies will be reviewed to find the effectiveness of the function they deserve. Literature review Effectiveness of technology of students with special needs has been contested across multiple literatures. To begin with, Meskill et al. (2012) note that students with special needs constantly have problems when it comes to learning. These difficulties and complexities according to Umar (2010) have been ignored but traditionally ratified curriculum that has always assumed that irrespective of the students’ nature, their learning abilities are attainable. To that regard, the survey aimed at ascertaining effectiveness of word processing software on students with special needs. The technology was designed to necessitate text revision, production of clean and readable text. After the end of the survey, Meskill et al. noted that these learners were able to have a sense of authorship---an aspect that improved eloquence as well as their writing abilities in general. These two issues were attributed to their willingness to edit their work especially when on word processing rather than handwritten. Though this study has been criticized for failing to recognise benefits of computer-based instruction as posited by theoretician, it has proven the effectiveness of using technology in classroom with special needs. On the other hand, Marchionni (2009) has analysed effectiveness of communication technologies on students with special needs in Al Nahda School, Saudi Arabia. The research survey the adoption of computers for networking activities which was basically done using internet. Also investigated was how the technology could expand the learning environment where students have been used to. Though the research acknowledged that communication technologies improved sending and accessing of information, communication technologies can only be a powerful tool for special needs students if such technologies offer them opportunities to gather a wide scope of resources needed for collaborative learning (Marchionni and Shneiderman, 2008). In separate but similar research, Bransford et al. (2010) attempted to find the best computer-based technologies essential for learners having language and speech disorders. Since speech order comes when students have problem with eloquence, there is availability of devices such as augmentative and alternative communication (AAC). This technology was found to be effective since it worked in conjunction with a computer that played multiple roles like word processing and calculations. Research Questions As already been established, using technology in classroom with special needs students has been conceptualized differently in the academic literature and this is to mean that several dimensions views exist within different schools and as such, within the realm of the same schools, the issues is contingent on many of the cultural and social aspects of such schools. This research has therefore identified the following questions. Is the use of technology in classroom with Special Needs Students beneficial in the educational process? Have teachers’ use of technology contributed towards students with special needs improving in school performance? The identification of these research questions embeds the research proposal to a specific purpose. Therefore its main purpose is to understand the use technology in classroom with special needs students within the context of different institutions and schools. Such will try to focus on recent practices of the identified schools but assessing such within the contexts of the definitions provided above. In order to find the divergence of such underpinnings as conceptualized in the theoretical models, exploring how institutions have attempted to use using technology in classroom with special needs students is essential. More significantly, the best way to find how such can be done is to revisit literatures within different schools and or institutions supporting students with special as this will provide guidelines for the hypotheses, and the theoretical frameworks to be adopted. Research Design Research design can be argued to be structure and strategy of investigation believed to give solutions to research questions and control variance (Dawson and Catherine, 2002). Therefore as this proposal attempts to investigate effectiveness of using technology in classroom with special needs students, research design refers to all the procedures that will be selected for studying the above identified research questions and hypotheses. Additionally, due to the study population which will comprise of students with special needs and respective teachers, the design will be considered as a programme to guide the research in collecting, analyzing and interpreting observed facts. For this study, descriptive research survey method was used. According to Gravetter and Forzano (2010), descriptive survey helps in collecting data with that done through interviewing and administering a questionnaire. The researcher with the help of research assistance will conduct interview to various students with special needs from different classes and levels of learning who were randomly picked and given questionnaires to fill after which. Study Locale The study will be carried out in secondary schools and other level of education such as colleges where students with special needs have been admitted for studies. Target Population Dawson and Catherine (2002) define target population as a group or category which has one or more features in common. This has been selected as a focus of the study. In this case, the target population will be students and teachers. In this case teachers and students will the group of persons and elements that will have at least one thing in common. The study will specifically target students who have been disadvantaged as they are not introduced to technologies that facilitate their learning process. Sampling and Sampling Procedures According to the proposal, sampling is the selection of a sub-set of cases in order to draw conclusions about the entire set. In this case, sample size will depend on factors such as the number of variables in the study, the research design as explained above, the method of data analysis and the size of the accessible population. Gay in Saunders and Thornhill (2007) suggests that for correlation research (in this case correlating academic performance and use of technology among special needs students), 30 cases or more are required; for descriptive studies, ten percent of the accessible population is enough and for experimental studies, at least 30 cases are required per group. While Gay suggests 10% to 30% as adequate for analysis and reporting, in this study, the research will use average of 10% - 30% which; = {(10+30)/2} = 20% n= 60 people (where n represent 30 students with special needs and 30 teachers) Research Instruments The data will be collected by applying questionnaires as well as interview schedules designed to conform to research question and objectives. The Questionnaires This research considers a questionnaire as a document designed for the collection of data in accordance with the specification of the identified research questions. To that breadth, the document will be developed to address specific objectives and research questions. The questionnaire to be used will consist of both closed and open-ended questions. Beginning with the latter, it will provide data that will be easy to compute and analyze. On the same breath, open-ended questions will allow a greater depth of response thus adding quality to the data collected. Interview Schedule The interview schedule will be used to obtain the required data that meet specific objectives of the study. This will be designed so as to address the issues that form the basis of this study, seeking information concerning the views students and teacher with regard to the use of technology. The interview schedule will have semi-structured items to enhance clarification, analysis of data and revealed deep views of the interviewees about the topic of the study. Pilot Testing Due to the nature of the study as well as sample of the study, the piloting will help to modify and remove any ambiguous items on the instrument. To ensure conformity to the research questions, the data to be collected during the piloting will be analyzed, and the results used for appropriate amendment of the instruments. Since interviews and questionnaires will be used, pilot testing will be to test the validity and accuracy of the instruments before they are used in the actual study. Reliability According to Saunders and Thornhill, (2007), reliability refers to measure of the degree to which a research instrument yields consistent results or data after a repeated administration (Saunders and Thornhill, 2007). Therefore, this study requires a coefficient of about 0.70 or thereabout since such will show a high degree of reliability of data. In this study, split half reliability measure will be used in which the instruments will be divided into two equal parts on the basis of even and odd appearances. The two parts will be administered for the pretest samples, and the result obtained compared using Spearman Product Moment Coefficient of Correlation (r). This will be subjected to Spearman- Brown Prophency formula in which an alpha value of 0.81 should be obtained to indicate that the research instrument is highly reliable. Content Validity Williams (2000) looks at the term as the degree to which a test measures what it purports to measure. The researcher will be administering pre-testing of instruments. Such pre-testing is needed to make respondents understand the questions correctly. Ultimately, come up with the validity (e.g. content validity) of the instruments, the researcher will regularly be liaising with the supervisor in charge for advice and guidance. Data Collection Before proceeding with data collection, National Council of Science and Technology offices will be consulted for permission as well as relevant offices to allow the researcher to conduct the research. The researcher and his assistants then will deliver the questionnaire to the relevant respondents. The researcher then will arrange for the collection of completed (filled questionnaires) from the respondents at agreed time and venue. The researcher then will check the returned filled questionnaire to check on any errors before proceeding to data analysis. Data Analysis According to this research data analysis will involve systematic searching and arranging interview transcript, field notes, data and other materials obtained from the field with the aim of increasing their understanding and enabling the research to present the data to others. Qualitative data analysis on the other hand, will help the researcher to gain in-depth understanding of the research findings. Quantitative data will be analyzed through descriptive statistics in the form of frequencies tallies and percentages. The statistics will be generated using statistical package for social sciences (SPSS) and data obtained will be communicated through pie charts, tables and bar graphs. Qualitative data will be analyzed by organizing them in accordance with the research questions and objectives. After the whole analysis will have been done, conclusions and recommendations will be then made. Limitations of the study The first limitation is that this study has opted for questionnaire which has a number of limitations to the entire study such as dictating number of responses thus creating uncertainty with regard to low response. Secondly, respondent may give flawed information deliberately. The other limitation is with the study locale which makes it difficult to obtain data especially with interview since most of the respondents are found in education institutions. Timeline Task Duration (In months) Start Date Preliminary reading 3 Insert appropriately Research Proposal preparation 1 Insert appropriately Approval by research supervisor 0.25 Insert appropriately Preparation of survey questionnaire 1 Insert appropriately Approval by research ethics committee 0.25 Insert appropriately Research communication 0.5 Insert appropriately Data collection phase 1 2 Insert appropriately Data collection phase 2 2 Insert appropriately Data collection phase 3 2 Insert appropriately Data collection phase 4 1 Insert appropriately Data analysis 1.5 Insert appropriately Report preparation 1 Insert appropriately References Bransford, J.D., Vye, N., Kinzer, C., et al. Teaching thinking and content knowledge: Toward an integrated approach. In Dimensions of thinking and cognitive instruction. B.F. Jones and L. Idol, eds. Hillsdale, NJ: Lawrence Erlbaum Associates, 2010, pp.381–415. Collins, A., Hawkins, J., and Carver, S. A cognitive apprenticeship for disadvantaged students. In Teaching advanced skills to at risk students: Views from research and practice. B. Means, C. Chelemer, and M.S. Knapp, eds. San Francisco: Jossey-Bass, 2005, pp. 216–43. Dawson, E and Catherine, H. Practical Research Methods, New Delhi, UBS Publishers ‘Distributors (2002) Graham, S., and MacArthur, C. Improving learning disabled students’ skills at revising essays produced on a word processor: Self-instructional strategy training. Journal of Special Education (1988) 22:133–52. Gravetter, J. and Forzano. B. (2010) Research Methods for the Behavioral Sciences 4th ed. Cengage Learning, America Marchionni, G. Making the transition from print to electronic encyclopedia: Adaptation of mental models. International Journal of Man-Machine Studies (2009) 30:591–618. Marchionni, G., and Shneiderman, B. Finding facts vs. browsing knowledge in hypertext systems. EEE Computer (2008) 21:70–80. Margalit, M. Effective technology integration for disabled children: The family perspective. New York: Springer-Verlag, 2000. Meskill, C., Swan, K., and Frazer, M. Tools for supporting response-based literature teaching and learning: A multimedia exploration of the Beat Generation. Report series 2.29. Albany, NY: National Research Center on English Learning and Achievement, State University of New York, 2012. Mueller, F. Telecommunications: A tool for developing writing and communication skills. Teaching Exceptional Children (2011) 25:8–11. Riel, M. Cooperative learning across classrooms in electronic learning circles. Instructional Science (2009) 19:445–66. Saunders, M., Lewis, P., and Thornhill, A. (2007) Research Methods for Business Students, 4rth Edition. Umar, A. M. (2010). Request Strategies as used by special needs English learners in UAE. Foreign Language. Umm Al-Qura University Journal of Educational and Social Sciences and Humanities, 16(1), 42-87. Williams, C., Rieth, H., Kinzer, C.K., et al. A description of the impact of multimedia anchored instruction on classroom interactions. Journal of Special Education Technology (2000) 14:27–43. Read More