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Year 2015, Volume: 1 Issue: 2, 0 - , 01.03.2016

Hakan Cevahir , Muzaffer Özdemir

Abstract

In parallel with the advancing technology, forms of learning have also vary with the introduction of mobile devices into our lives. Mobile learning environments has also attracted the attention of researchers in parallel to the development of technology in recent years. Mobile learning environments can be set the learning process according to individuals and allows the individual to interact with content. The use of mobile technology is easy. In particular, eliminating the communication and transportation problems provide equal opportunities for people with special educational needs. In particular, they provide equal opportunities for people with special educational needs by eliminating the communication and transportation problems. Therefore, the importance of applications developed for mobile devices is increasing day by day. Mobile applications can meet some of the educational needs of individuals with disabilities. It also contributes to the development of their communication skills. Mobile technology can produce solutions to different problems for individuals with a disability when considering the needs for such training, communication and muscle development of these individuals

Keywords

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References

  • KAYNAKLAR
  • Ally, M. (2004). Using Learning Theories to Design Instruction for Mobile Learning Devices. J. Attewell, & C. S. Smith içinde, Mobile Learning Anytime Everywhere. A book of Papers from MLearn 2004 (s. 5-8). London: Learning and Skills Development Agency.
  • Bal, Y., & Arıcı, N. (2011). Mobil Öğrenme Materyali Hazırlama Süreci. Bilişim Teknolojileri Dergisi, 4(1), 7-12.
  • Brown, D. J., McHugh, D., Standen, P., Evett, L., Shopland, N., & Battersby, S. (2011). Designing location-based learning experiences for people with intellectual disabilities and additional sensory impairments. Computers & Education, 56(1), 11-20.
  • Cafiero, J. M. (2008). Technology Supports for Individuals with Autism Spectrum Disorders. Technology In Action, 3(3), 1-12.
  • Campigotto, R., McEwen, R., & Epp, C. D. (2013). Especially social: Exploring the use of an iOS application in special needs classrooms. Computers & Education, 60(1), 74-86.
  • Chang, S., & Yu, N. (2013). Handwriting movement analyses comparing first and second graders with normal or dysgraphic characteristics. Research in Developmental Disabilities, 34(9), 2433-2441.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. Newyork: NY: Routledge.
  • Colazzo, L., Molinari, A., Ronchetti, M., & Trifonova, A. (2003). Toward A Multi-Vendor Mobile Learning Management System. Proceedings for the World Conference on E-Learning. Phoenix, U.S.A.
  • Doenyas, C., Şimdi, E., Özcan, E. Ç., & Çataltepe, Z. (2014). Autism and tablet computers in Turkey: Teaching picture sequencing skills via a web-based iPad application. International Journal of Child-Computer Interaction, 2(1), 60–71.
  • Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50(2), 491–498.
  • Fernández-Lópeza, A., Rodríguez-Fórtizb, M. J., Rodríguez-Almendrosb, M. L., & Martínez-Segurac, M. J. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77-90.
  • Freire, A. P., Linhalis, F., Bianchini, S. L., Fortes, R. M., & Pimentel, M. C. (2010). Revealing the whiteboard to blind students: An inclusive approach to provide mediation in synchronous e-learning activities. Computers & Education, 54(4), 866-876.
  • Göktaş, Y., Küçük, S., Aydemir, M., Telli, E., Arpacık, Ö., Yıldırım, G., & Reisoğlu, İ. (2012). Türkiye'de Eğitim Teknolojileri Araştırmalarındaki Eğilimler: 2000-2009 Dönemi Makalelerin İçerik Analizi. Kuram ve Uygulamada Eğitim Bilimleri, 12(1), 177-199.
  • Hanaylı, M., Serbest, S., & Ürekli, T. (2015). Otizmli Çocukların Sosyal Becerilerini Geliştirmeye Yönelik Android Uygulaması. XVII. Akademik Bilişim Konferansı. Eskişehir: Anadolu Üniversitesi.
  • Hart, J. E., & Whalon, K. J. (2012). Using Video Self-Modeling via iPads to Increase Academic Responding of an Adolescent with Autism Spectrum Disorder and Intellectual Disability. Education and Training in Autism and Developmental Disabilities, 47(4), 438-446.
  • Kagohara, D. M., Meer, L., Ramdoss, S., O'Reilly, M. F., Lancioni, G. E., Davis, T. N., . . . Sigafoos, J. (2013). Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities, 34(1), 147–156.
  • Kagohara, D. M., Sigafoos, J., Achmadi, D., Meer, L., O'Reilly, M. F., & Lancioni, G. E. (2011). Teaching students with developmental disabilities to operate an iPod Touch® to listen to music. Research in Developmental Disabilities, 32(6), 2987–2992.
  • Keegan, D. (2005). The Incorporation of Mobile Learning into Mainstream Education and Training. Paper Presented at the 4th World Conference on m-Learning. Cape Town: South Africa.
  • Keskin, N. Ö. (2011). Akademisyenler İçin Bir Mobil Öğrenme Sisteminin Geliştirilmesi ve Sınanması, Doktora Tezi. Eskişehir: Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü.
  • King, M. L., Takeguchi, K., Barry, S. E., Rehfeldt, R. A., Boyer, V. E., & Mathews, T. L. (2014). Evaluation of the iPad in the acquisition of requesting skills for children with autism spectrum disorder. Research in Autism Spectrum Disorders, 8(9), 1107–1120.
  • Lorah, E. R., Parnell, A., & Speight, D. R. (2014). Acquisition of sentence frame discrimination using the iPad™ as a speech generating device in young children with developmental disabilities. Research in Autism Spectrum Disorders, 8(12), 1734–1740.
  • Miller, B. T., Krockover, G. H., & Doughty, T. (2013). Using iPads to teach inquiry science to students with a moderate to severe intellectual disability: A pilot study. Journal of Research in Science Teaching, 50(8), 887-911.
  • Mintz, J., Branch, C., March, C., & Lerman, S. (2012). Key factors mediating the use of a mobile technology tool designed to develop social and life skills in children with Autistic Spectrum Disorders. Computers & Education, 58(1), 53-62.
  • Neely, L., Rispoli, M., Camargo, S., Davis, H., & Boles, M. (2013). The effect of instructional use of an iPad® on challenging behavior and academic engagement for two students with autism. Research in Autism Spectrum Disorders, 7(4), 509–516.
  • Pinkwart, N., Hoppe, H. U., Milrad, M., & Perez, J. (2003). Educational Scenarios For The Cooperative of Personal Digital Assistants. Journal of Computer Asisted Learning, 19(3), 383-391.
  • Schreurs, J. (2007). Mobile e-Learning Course Scenario Model on PDA. International Journal of Interactive Mobile Technologies, 1(1), 48-55.
  • Shih, M., Feng, J., & Tsai, C. C. (2008). Research and trends in the field of e-learning from 2001 to 2005: A content analysis of cognitive studies in selected journals. Computers & Education, 51(2), 955-967.
  • Traxler, J. (2005). Defining Mobile Learning. in Proceedings. IADIS International Conference Mobile Learning 2005, 261-266.
  • Wagner, E. D. (2008). Realizing the Promises of Mobile Learning. Journal of Computing in Higher Educaiton, 4(14), 4-14.
  • Yıldırım, A., & Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.

Mobile Learning Researches Towards Individuals with Disabilities: A Content Analysis Between 2005 and 2015

Year 2015, Volume: 1 Issue: 2, 0 - , 01.03.2016

Hakan Cevahir , Muzaffer Özdemir

Abstract

ABSTRACT

In parallel with the advancing technology, forms of learning have also vary with the introduction of mobile devices into our lives. Mobile learning environments has also attracted the attention of researchers in parallel to the development of technology in recent years. Mobile learning environments can be set the learning process according to individuals and allows the individual to interact with content. The use of mobile technology is easy. In particular, eliminating the communication and transportation problems provide equal opportunities for people with special educational needs. In particular, they provide equal opportunities for people with special educational needs by eliminating the communication and transportation problems. Therefore, the importance of applications developed for mobile devices is increasing day by day. Mobile applications can meet some of the educational needs of individuals with disabilities. It also contributes to the development of their communication skills. Mobile technology can produce solutions to different problems for individuals with a disability when considering the needs for such training, communication and muscle development of these individuals.

In this study, in the field of educational technology from 2005 until 2015, a content analysis of researches on mobile applications for individuals with a disability survey was conducted. Educational technology classification form was used for the analysis of selected articles and they were analyzed using descriptive statistical methods.

In this context, the purpose of this study is to identify the types, analysis methods, research area, data collection methods and sampling properties of research on the use of mobile learning applications for individuals with disabilities, identify research trends, and show the direction to researchers.

Abstract: Mobile Learning, Mobile Learning Applications, Inviduals with Disabilities

Keywords

Mobil öğrenme mobil öğrenme uygulamaları yetersizliği olan bireyler

References

  • KAYNAKLAR
  • Ally, M. (2004). Using Learning Theories to Design Instruction for Mobile Learning Devices. J. Attewell, & C. S. Smith içinde, Mobile Learning Anytime Everywhere. A book of Papers from MLearn 2004 (s. 5-8). London: Learning and Skills Development Agency.
  • Bal, Y., & Arıcı, N. (2011). Mobil Öğrenme Materyali Hazırlama Süreci. Bilişim Teknolojileri Dergisi, 4(1), 7-12.
  • Brown, D. J., McHugh, D., Standen, P., Evett, L., Shopland, N., & Battersby, S. (2011). Designing location-based learning experiences for people with intellectual disabilities and additional sensory impairments. Computers & Education, 56(1), 11-20.
  • Cafiero, J. M. (2008). Technology Supports for Individuals with Autism Spectrum Disorders. Technology In Action, 3(3), 1-12.
  • Campigotto, R., McEwen, R., & Epp, C. D. (2013). Especially social: Exploring the use of an iOS application in special needs classrooms. Computers & Education, 60(1), 74-86.
  • Chang, S., & Yu, N. (2013). Handwriting movement analyses comparing first and second graders with normal or dysgraphic characteristics. Research in Developmental Disabilities, 34(9), 2433-2441.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. Newyork: NY: Routledge.
  • Colazzo, L., Molinari, A., Ronchetti, M., & Trifonova, A. (2003). Toward A Multi-Vendor Mobile Learning Management System. Proceedings for the World Conference on E-Learning. Phoenix, U.S.A.
  • Doenyas, C., Şimdi, E., Özcan, E. Ç., & Çataltepe, Z. (2014). Autism and tablet computers in Turkey: Teaching picture sequencing skills via a web-based iPad application. International Journal of Child-Computer Interaction, 2(1), 60–71.
  • Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50(2), 491–498.
  • Fernández-Lópeza, A., Rodríguez-Fórtizb, M. J., Rodríguez-Almendrosb, M. L., & Martínez-Segurac, M. J. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77-90.
  • Freire, A. P., Linhalis, F., Bianchini, S. L., Fortes, R. M., & Pimentel, M. C. (2010). Revealing the whiteboard to blind students: An inclusive approach to provide mediation in synchronous e-learning activities. Computers & Education, 54(4), 866-876.
  • Göktaş, Y., Küçük, S., Aydemir, M., Telli, E., Arpacık, Ö., Yıldırım, G., & Reisoğlu, İ. (2012). Türkiye'de Eğitim Teknolojileri Araştırmalarındaki Eğilimler: 2000-2009 Dönemi Makalelerin İçerik Analizi. Kuram ve Uygulamada Eğitim Bilimleri, 12(1), 177-199.
  • Hanaylı, M., Serbest, S., & Ürekli, T. (2015). Otizmli Çocukların Sosyal Becerilerini Geliştirmeye Yönelik Android Uygulaması. XVII. Akademik Bilişim Konferansı. Eskişehir: Anadolu Üniversitesi.
  • Hart, J. E., & Whalon, K. J. (2012). Using Video Self-Modeling via iPads to Increase Academic Responding of an Adolescent with Autism Spectrum Disorder and Intellectual Disability. Education and Training in Autism and Developmental Disabilities, 47(4), 438-446.
  • Kagohara, D. M., Meer, L., Ramdoss, S., O'Reilly, M. F., Lancioni, G. E., Davis, T. N., . . . Sigafoos, J. (2013). Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities, 34(1), 147–156.
  • Kagohara, D. M., Sigafoos, J., Achmadi, D., Meer, L., O'Reilly, M. F., & Lancioni, G. E. (2011). Teaching students with developmental disabilities to operate an iPod Touch® to listen to music. Research in Developmental Disabilities, 32(6), 2987–2992.
  • Keegan, D. (2005). The Incorporation of Mobile Learning into Mainstream Education and Training. Paper Presented at the 4th World Conference on m-Learning. Cape Town: South Africa.
  • Keskin, N. Ö. (2011). Akademisyenler İçin Bir Mobil Öğrenme Sisteminin Geliştirilmesi ve Sınanması, Doktora Tezi. Eskişehir: Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü.
  • King, M. L., Takeguchi, K., Barry, S. E., Rehfeldt, R. A., Boyer, V. E., & Mathews, T. L. (2014). Evaluation of the iPad in the acquisition of requesting skills for children with autism spectrum disorder. Research in Autism Spectrum Disorders, 8(9), 1107–1120.
  • Lorah, E. R., Parnell, A., & Speight, D. R. (2014). Acquisition of sentence frame discrimination using the iPad™ as a speech generating device in young children with developmental disabilities. Research in Autism Spectrum Disorders, 8(12), 1734–1740.
  • Miller, B. T., Krockover, G. H., & Doughty, T. (2013). Using iPads to teach inquiry science to students with a moderate to severe intellectual disability: A pilot study. Journal of Research in Science Teaching, 50(8), 887-911.
  • Mintz, J., Branch, C., March, C., & Lerman, S. (2012). Key factors mediating the use of a mobile technology tool designed to develop social and life skills in children with Autistic Spectrum Disorders. Computers & Education, 58(1), 53-62.
  • Neely, L., Rispoli, M., Camargo, S., Davis, H., & Boles, M. (2013). The effect of instructional use of an iPad® on challenging behavior and academic engagement for two students with autism. Research in Autism Spectrum Disorders, 7(4), 509–516.
  • Pinkwart, N., Hoppe, H. U., Milrad, M., & Perez, J. (2003). Educational Scenarios For The Cooperative of Personal Digital Assistants. Journal of Computer Asisted Learning, 19(3), 383-391.
  • Schreurs, J. (2007). Mobile e-Learning Course Scenario Model on PDA. International Journal of Interactive Mobile Technologies, 1(1), 48-55.
  • Shih, M., Feng, J., & Tsai, C. C. (2008). Research and trends in the field of e-learning from 2001 to 2005: A content analysis of cognitive studies in selected journals. Computers & Education, 51(2), 955-967.
  • Traxler, J. (2005). Defining Mobile Learning. in Proceedings. IADIS International Conference Mobile Learning 2005, 261-266.
  • Wagner, E. D. (2008). Realizing the Promises of Mobile Learning. Journal of Computing in Higher Educaiton, 4(14), 4-14.
  • Yıldırım, A., & Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
There are 31 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Hakan Cevahir

Muzaffer Özdemir

Publication Date March 1, 2016
Published in Issue Year 2015 Volume: 1 Issue: 2

Cite

EndNote Cevahir H, Özdemir M (March 1, 2016) Mobile Learning Researches Towards Individuals with Disabilities: A Content Analysis Between 2005 and 2015. Istanbul Journal of Open and Distance Education 1 2

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