Name
Title | ||
|---|---|---|
Investigating Instructional Pacing Supports for Teaching Students with Intellectual Disability. |
Abstract | ||
|---|---|---|
In this paper, we consider the use of technological instructional pacing supports to teach students with intellectual disability (ID). Based on a qualitative field study where 11 participants used our mobile-based educational platform, we found that although technology may help the instructor control the pace of the class, it also poses barriers to the development of students' autonomy and self-esteem. Our preliminary results also suggest that the balance between instructor-led and self-paced instruction based on technology is promising and would better fit both instructor's and students' needs. These findings provide insights into challenges and opportunities for the design of educational initiatives targeted at people with ID. |
Year | DOI | Venue |
|---|---|---|
2016 | 10.1145/2851581.2892342 | CHI Extended Abstracts |
Field | DocType | Citations |
Educational technology,Pace,Intellectual disability,Computer science,Face to face learning,Autonomy,Multimedia | Conference | 3 |
PageRank | References | Authors |
0.47 | 5 | 3 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Rodrigo Laiola Guimaraes | 1 | 149 | 15.22 |
| Andréa Britto Mattos | 2 | 12 | 5.58 |
| Carlos Cardonha | 3 | 108 | 11.42 |