Individual devices enabling access: creating intelligent tutoring adaptive technology

Abstract

This action research project uses hand-held devices to engage learning disabled and English language learners improve their reading comprehension and retention levels. The study created ubiquitous, mobile teaching and learning environments providing intelligent tutoring capabilities that extend the traditional classroom experience and offer the potential for increased student achievement. Using Camtasia and Kurzweil software as adaptive technology solutions, audio and video curriculum content is captured and delivered on demand using digital video recorders.

Paper

In the traditional educational system, students are given textbooks to read in order to gain new knowledge. What occurs when students are unable to comprehend these texts when their reading ability is below the grade level of their texts? Exceptional Student Education (ESE) and English Language Learners (ELL) are examples of such students who read below their grade level. As many as eight out of 10 students with learning disabilities (an ESE sub-group) cannot read and comprehend grade-level material. Additionally, both ESE and ELL students demonstrate similar weaknesses in reading comprehension and reading fluency and benefit from similar teaching strategies. In fact, 12% of students labelled as ELL could be placed into classes with ESE services. Today’s general education classroom has both ESE and ELL students included in the learning environment requiring teachers to instruct many different reading abilities at one time. Using educational technology is one way to assist the different reading levels within a single classroom environment.

This study designed an innovative academic intervention that provided 30 students with an electronic curriculum developed through the use of ‘text to speech’ reader software, such as Kurzweil 3000, which reads the digital text of any course book. It highlights the text and allows the reader to select the reading rate for the text. However, the Kurzweil 3000 software system is desktop only, meaning the student is tied to the computer while using the program. In an ideal classroom, every student would have a computer to use the Kurzweil 3000, with a computer at home to continue the work. But that is not the case in most classrooms where an instructional idea using technology is conceived and implemented.

Therefore, our study introduced a new concept using the Archos model 504 as an assistive technology handheld device to deliver the 8th grade social studies and science textbooks’ and workbooks’ content through videos that orally read and highlight the written word to the student. Camtasia, a video screen capturing tool, was used simultaneously with Kurzweil 3000 creating the videos that are imported into the Archos.  Archos’ portability enabled student use both at school and at home, extending the classroom day to include at-home intelligent tutoring.

Six gifted/magnet students were trained by the technology staff at Education Technology Services (ETS) Department of Broward County Public Schools, and further supported by individual curriculum/technology personnel at New River Middle School, who mentored them through the entire process of digitising the content and importing the content onto the hand-held devices. Assistive technology helps ESE and ELL students develop independent knowledge skills by allowing them to interact within the curriculum. Through the use of bimodal (seeing and hearing) instruction, the ESE and ELL students increased their reading comprehension and fluency, increased their completion of assignments, and had less fatigue when reading. Through training and mentorship given by district technology staff and school-based support personnel, gifted students learned how to capture curriculum material and imported the content onto hand-held devices. In addition, gifted/magnet students were trained to mentor the 30 ESE and ELL student participants to ensure the successful use of the Archos 504 hand-held, thereby increasing the potential for greater student achievement. Student perspectives measuring the success of this project were captured through ongoing student reflections housed on a web log (blog) created specifically for this study. Ongoing peer-to-peer mentorship was delivered and its quality was measured through the use of such a blog.

As such, this study reflected curriculum design modifications and instructional strategies that demonstrated authentic tasks, student reflection, and student products. Other qualitative evidences of success included still images, video capturing students working together, student work samples, classroom observations and student interviews.

This study showcased the unique technical process of capturing and transferring text from curriculum content to speech by using Camtasia and Kurzweil software, and demonstrated the academic advantages incurred when used by learning disabled students and English Language Learners. Camtasia software was used to record, edit, and share high-quality screen videos published as MP3 files to be used with portable media players. Kurzweil software was used to enhance the learning environment for students with reading and writing difficulties, students with dyslexia, attention deficit disorder, or other learning difficulties including physical impairments or language learning needs. The study used Archos 504 and 700 digital video recorders as assistive technology devices that behaved as intelligent tutors for participating students.

This study demonstrated the relevance and success of bimodal presentation of curriculum content, involving both the visual and auditory channels receiving sensory inputs form the environment simultaneously; and how hand-held devices can function as intelligent tutors in such a delivery system. The findings from the study indicate reading improvement from students with below average reading skills and a positive influence that bimodal presentation of student text has had in increasing reading comprehension and fluency for participating students.

Tony Dutra, the team Leader, at Hallandale Adult Community Center, envisioned this mixed approach case study and presented it to Daryl Diamond, Ph.D., Assistant Director for Enterprise Change Implementation. Together they collaborated throughout the project and revised the project as needed, based on the research of Maurice Rancourt, a Customer Service Analyst at ETS who was instrumental in the selection of the Archos model 504 hand-held. A continuation of this study is being conducted by an American Sign Language teacher using the Archos handheld to capture videos to enhance the learning experience of students studying sign language.

 

ABOUT THE AUTHOR

Dr Daryl Diamond is Assistant Director for Enterprise Change Implementation and leads the organisational change management team and Training and Support Center for Broward County Public Schools, in Florida, USA. Her work has involved the implementation of numerous instructional technology initiatives designed to alter our current educational system and transform it into one that better represents 21st century teaching and learning. Dr Diamond is a National Board Certified Teacher, a Florida Master Digital Educator and a Certified Distance Learning Leader. She is an active member in the United States Distance Learning Association (USDLA), treasurer of the Florida Distance Learning Association (FDLA), and a committee member of the North American Council for Online Learning (NACOL). Her research involves identifying the attributes that enable instructional technology reforms to go to scale.

 

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