The Effectiveness of an Interactive Digital Animation-Enriched Application for Teaching Concepts to Students with Intellectual Disabilities

Autor/inn/en	Ünlü, Emre; Diken, Ibrahim Halil
Titel	The Effectiveness of an Interactive Digital Animation-Enriched Application for Teaching Concepts to Students with Intellectual Disabilities
Quelle	In: International Technology and Education Journal, 6 (2022) 1, S.51-58 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ünlü, Emre) ORCID (Diken, Ibrahim Halil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2602-2885
Schlagwörter	Students with Disabilities; Intellectual Disability; Educational Technology; Technology Uses in Education; Concept Formation; Animation; Males; Skill Development; Young Children; Generalization; Foreign Countries; Animals; Motor Vehicles; Equipment; Turkey + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Concept learning; Begriffsbildung; Male; Männliches Geschlecht; Kompetenzentwicklung; Qualifikationsentwicklung; Frühe Kindheit; Ausland; Animal; Tier; Tiere; Motor vehicle; Kraftwagen; Türkei
Abstract	The prerequisite for teaching many skills and behaviors to children with intellectual disabilities is that the child has acquired the basic concepts. Teaching concepts plays a very active role in the independence of the child with intellectual disabilities and in the acquisition of higher level skills that they will learn in the future. The studies conducted in recent years show that technology-based applications are effective in teaching concepts to children with intellectual disabilities. The purpose of this study is to investigate the effectiveness of a technology-enhanced concept teaching application enriched with digital animations in teaching basic concepts to children with intellectual disabilities. Two male students diagnosed with intellectual disabilities participated in the study. In determining the ethics of technology-enhanced concept teaching practice, the multiple probe between skills model, which is one of the methods of single-subject research, was used. As a result of the study, it was found that the use of technology-assisted concept teaching was effective in teaching basic concepts to children with intellectual disabilities, that the children continued the concepts learned after the end of the instruction, and that they generalized them to different situations. (As Provided).
Anmerkungen	International Technology and Education Journal. Available from: Sayim Aktay, Mugla Sitki Kocman University, Educational Faculty, Mentese, Mugla 48000, Turkey. Tel: +90 252 211 22 25; e-mail: itejjournal@gmail.com; Web site: http://itejournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01