The Effectiveness and Usability of the Educational Software on Concept Education for Young Children with Impaired Hearing

Hanife Goker; Latife Ozaydin; Hakan Tekedere

doi:10.12973/eurasia.2016.1207a

Full Text (PDF)

Hanife Goker ¹, Latife Ozaydin ¹, Hakan Tekedere ¹ ^*

More Detail

¹ Gazi University, TURKEY^* Corresponding Author

Abstract

Early intervention and early education have a special place in educating the children with Impaired Hearing (IH). The advancements in information and communication technologies have led to adopting the view that such technologies could be applied in the educational process of the children with IH. Besides, the positive results acquired in the studies conducted in the light of this review have brought up the fact that proper technology-based educational environments should be provided and popularized for the young children with IH. In this study, educational software has been developed for the purpose of teaching emotions and opposite concepts to young children with IH. With this software, videos with topic descriptions, games reinforcing funny and topic-based learning, questions and audio-visual feedbacks have been used. The effectiveness of this software in concept education along with its usability by children has been examined; and in addition, the subjective viewpoints of the teachers of students with IH on this software have been consulted as well.

Keywords

educational software
hearing impairment
concept teaching
usability
young children

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2016, Volume 12, Issue 1, 109-124

https://doi.org/10.12973/eurasia.2016.1207a

Publication date: 17 Feb 2016

Article Views: 2128

Article Downloads: 979

Open Access References How to cite this article

References

Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (pp. 311-325). Merrill/Pearson.
Bayırtepe, E., & Tüzün, H. (2007). Oyun-tabanlı öğrenme ortamlarının öğrencilerin bilgisayar dersindeki başarıları ve öz-yeterlik algıları üzerine etkileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(33).
Beal-Alvarez, J., Lederberg, A., & Easterbrooks, S. R. (2011). Grapheme-phoneme acquisition of deaf preschoolers. Journal of Deaf Studies and Deaf Education. On-line doi: 10.1093/deafed/enr030.
Blackman, J. A. (2002). Early intervention: A global perspective. Infants and Young Children, 15(2), 11-19.
Bracken, B. & Crawford, E. (2010). Basic concepts in early childhood educational standards: A 50 state review. Early Childhood Education Journal, 37, 421-430.
Cannon, J. E., Easterbrooks, S. R., Gagne, P., & Beal-Alvarez, J. (2011). Improving DHH students’ grammar through an individualized software program. Journal of Deaf Studies and Deaf Education, 16(4), 437-457.
Cannon, J. E., Fredrick, L. D., & Easterbrooks, S. R. (2010). Vocabulary instruction through books read in ASL in English language learners with hearing loss. Communication Disorders Quarterly, 31, 98-112.
Carlton M. P. ve Winsler A. (1999) . School Readiness: The need for a paradigm shift, School Psychology Review, 28(3), 338-352.
Cunningham, M., & Cox, E. O. (2003). Hearing assessment in infants and children: Recommendations beyond neonatal screening. Pediatrics, 111(2), 436-440.
Çakır, H., Çetin, Ş., Baş, A. (2013). İşitme engellilere yönelik dinamik web sayfasının geliştirilmesi, Bilişim Teknolojileri Dergisi, 6(2), 1-11.
Çal, C. C.(2011). İşitme engelliler için uzaktan eğitim amaçlı, web tabanlı bir arayüz tasarımı ve uygulaması, Yüksek lisans tezi, Trakya Üniversitesi, Edirne.
Çiftçi E. (2009). İşitme engelli öğrenciler için hazırlanan bilgisayar destekli yazılı anlatım becerisi geliştirme materyalinin tasarımı, uygulanması ve değerlendirilmesi, Yüksek lisans tezi, Karadeniz Teknik Üniversitesi, Trabzon.
Dyck, M.J., Farrugia, C., Shochet, I.M. & Holmes-Brown, M. (2004). Emotion Recognition/ Understanding Ability in Hearing or Vision-Impaired Children: Do Sounds, Sights, or Words make the Difference. Journal of Child Psychology and Psychiatry, 45(4):789–800.
Easterbrooks, S. R. (2010). Evidence-based curricula and practices that support development of reading skills. In M. Marschark, & P. E. Spencer (Eds.), The Oxford handbook of deaf studies, language, and education, Vol. 2 (pp. 111-126). New York: The Oxford University Press.
Easterbrooks, S. R., & Stephenson, B. (2006). An examination of twenty literacy, science, and mathematics practices used to educate students who are deaf or hard of hearing. American Annals of the Deaf, 151(4), 385-397.
Easterbrooks, S. R., & Stephenson, B. H. (2012). Clues from Research: Effective Instructional Strategies Leading to Positive Outcomes for Students Who Are Deaf or Hard of Hearing. Odyssey: New Directions in Deaf Education,13, 44-49.
Eraslan, E. (2005). E-ticaret web sitesi tasarımının ergonomik açıdan değerlendirilmesi, Ergonomi 12. Ulusal Kongresi (s. 83-90), İstanbul.
Fabes, R. A., Hanish, L. D., & Martin, C. L., (2003). Children at play: The role of peers in understanding the effects of child care. Child Development, 74(4), 1039-1043.
Ferrell, K. A., Bruce, S., & Luckner, J. L. (2014). Evidence-based practices for students with sensory impairments (Document No. IC-4). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configurations/
Guralnick, M. J. (2010). Early intervention approaches to enhance the peer-related social competence of young children with developmental delays. Infants and Young Children, 23(2), 73-83.
Harrington, M, DesJardin, J., & Shea, L. (2009). Relationships between early child factors and school readiness skills in young children with hearing loss. Communication Disorders Quarterly, XX(X), 1-13
Hasselbring, T. S., & Glaser, C. H. W. (2000). Use of computer technology to help students with special needs. The Future of Children, 102-122.
Karasu, H. P., Girgin, Ü., & Gürgür, H. (2015). İşitme Engelli Bir Çocuğun Okuma Yazma Becerilerinin Dil Deneyim Yaklaşımı İle Desteklenmesi. Turkish Online Journal of Qualitative Inquiry, 6(1).
Laushey, K.M., & Heflin, L. J. (2000). Enhancing social skills of kindergarten children with Autism through the training of multiple peers as tutors. Journal of Autism and Developmental Disorders, 30(3), 183-193.
Laushey, K.M., Heflin, L. J., Shippen, M., Alberto, P. A., & Fredrick, L. (2009). Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of Autism and Developmental Disorders, 30(3), 183-193.
McGaha, C. G., & Farran, D. C. (2001). Interactions in an inclusive classroom: The effects of visual status and setting. Journal of Visual Impairment and Blindness, 95(2), 80-94.
MEB (2013). Okul öncesi eğitim programı. Ankara: Milli Eğitim Bakanlığı Temel Eğitim Genel Müdürlüğü.
Nielsen, J. (1994). Usability Engineering. San Francisco: Morgan Kaufmann.
Odom, S. L., & Strain, P. S. (1984). Peer-mediated approaches to promoting children’s social interaction: A review. American Journal of Orthopsychiatric, 54(4), 544-557.
Polkosky, M. D. ve Lewis, J. R. (2002). Effect of Auditory Waiting Cues on Time Estimation in Speech Recognition Telephony Applications, International Journal of Human–Computer Interaction, 14(3&4), 423–446.
Richels, C., Bobzien, J., Raver, S. A., Schwartz, K., Hester, P., & Reed, L. (2014). Teaching Emotion Words Using Social Stories and Created Experiences in Group Instruction with Preschoolers who are Deaf or Hard of Hearing: An Exploratory Study. Deafness & Education International, 16(1), 37-58.
Sevinç, S., (1996).İşitme kayıplı çocuklarda eğitimci tarafından verilen eğitim ile bilgisayar destekli eğitimin karşılaştırılması, Yayınlanmamış yüksek lisans tezi, Hacettepe Üniversitesi, Ankara
Shneiderman, B. (1997). Designing information-abundant web sites: issues and recommendations. International Journal of Human-Computer Studies, 47(1), 5-29.
Shonkoff, J. P. & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early child development. Committee on Integrating the Science of Early Childhood Development. Washington, DC: National Academy Press.
Stevenson, H. W., & Newman, R. S. (1986). Long-term prediction of achievement and attitudes in mathematics and reading. Child Development, 57, 646-659.
Tekin-İftar, E., & Kırcaali-İftar, G. (2006). Özel eğitimde yanlışsız öğretim yöntemleri. Ankara: Nobel Yayın Dağıtım.
Tekin Iftar, E., Kurt, O., & Cetin, O. (2011). A Comparison of Constant Time Delay Instruction with High and Low Treatment Integrity. Educational Sciences: Theory and Practice, 11(1), 375-381.
Turan, Z., Küçüköncü, D. T., Cankuvvet, N., & Yolal, Y. (2012). Koklear implant ve işitme cihazı kullanan işitme kayıplı çocukların dil ve dinleme becerilerinin değerlendirilmesi. Gülhane Medical Journal, 54(2).
Tüfekçioğlu, U., (1998). Özel Eğitim, Eskişehir: Anadolu Üniversitesi İlköğretim Öğretmenliği Açık öğretim Lisans Tamamlama Programı Yayını.
Uçak, N. Ö., & Çakmak, T. (2009). Web sayfası kullanılabilirliğinin ölçülmesi: Hacettepe Üniversitesi Bilgi ve Belge Yönetimi Bölümü web sayfası örneği. Türk kütüphaneciliği, 23(2), 278-298.

How to cite this article

APA

Goker, H., Ozaydin, L., & Tekedere, H. (2016). The Effectiveness and Usability of the Educational Software on Concept Education for Young Children with Impaired Hearing. Eurasia Journal of Mathematics, Science and Technology Education, 12(1), 109-124. https://doi.org/10.12973/eurasia.2016.1207a

Vancouver

Goker H, Ozaydin L, Tekedere H. The Effectiveness and Usability of the Educational Software on Concept Education for Young Children with Impaired Hearing. EURASIA J Math Sci Tech Ed. 2016;12(1):109-24. https://doi.org/10.12973/eurasia.2016.1207a

AMA

Goker H, Ozaydin L, Tekedere H. The Effectiveness and Usability of the Educational Software on Concept Education for Young Children with Impaired Hearing. EURASIA J Math Sci Tech Ed. 2016;12(1), 109-124. https://doi.org/10.12973/eurasia.2016.1207a

Chicago

Goker, Hanife, Latife Ozaydin, and Hakan Tekedere. "The Effectiveness and Usability of the Educational Software on Concept Education for Young Children with Impaired Hearing". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 1 (2016): 109-124. https://doi.org/10.12973/eurasia.2016.1207a

Harvard

Goker, H., Ozaydin, L., and Tekedere, H. (2016). The Effectiveness and Usability of the Educational Software on Concept Education for Young Children with Impaired Hearing. Eurasia Journal of Mathematics, Science and Technology Education, 12(1), pp. 109-124. https://doi.org/10.12973/eurasia.2016.1207a

MLA

Goker, Hanife et al. "The Effectiveness and Usability of the Educational Software on Concept Education for Young Children with Impaired Hearing". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 1, 2016, pp. 109-124. https://doi.org/10.12973/eurasia.2016.1207a