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Journals / International Journal of Early Childhood Special Education / 2018 / Cilt: 10 - Sayı: 2

Teachers' Interactions with a Young Child with: Comparing iPad and non-iPad Use

Sohyun MEACHAM
Saeed ALMALKİ
Pages
75–91
Publication Date
2018-12-31
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

These findings suggest that more professional development for teachers’ iPad use in language and communication skills development should be provided.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Öz The purpose of this study was investigating teachers’ interaction with a young child with ASD when they were using iPad to support language and communication skills development.
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Key Findings & Data:A case study method was applied.
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Conclusion & Impact:These findings suggest that more professional development for teachers’ iPad use in language and communication skills development should be provided.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Anahtar Kelimeler ASD · iPad · Teachers’ Interaction

Özet

Öz The purpose of this study was investigating teachers’ interaction with a young child with ASD when they were using iPad to support language and communication skills development. A case study method was applied. Business-as-usual classroom interaction was analyzed. Utterances were divided into two conditions (iPad-use and non-iPad-use) to compare effectiveness on supporting the child’s engagement in teacher-child interaction. In addition, interviews with teachers were conducted to collect more information about their own perspectives regarding iPad use with the student with ASD. Results of the study indicate that child-teacher joint attention and teachers’ verbal assistance happened more frequently when iPad was not used. In addition, surprisingly, teachers put a minor emphasis on iPad use for targeted instruction for language and communication skills development, different from their initial claim. These findings suggest that more professional development for teachers’ iPad use in language and communication skills development should be provided.

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Cite This Article

MEACHAM, S., ALMALKİ, S. (2018). Teachers' Interactions with a Young Child with: Comparing iPad and non-iPad Use. International Journal of Early Childhood Special Education, Cilt: 10 - Sayı: 2, 75–91. https://ajindex.com/articles/137774

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References (2)

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