Unit:
Department of Primary EducationΤομέας Ειδικής Παιδαγωγικής και Ψυχολογίας
Dissertation committee:
Σταυρούλα Πολυχρονοπούλου, Ομότιμη Καθηγήτρια, ΠΤΔΕ, ΕΚΠΑ
Ιωάννης Παπαδάτος, Ομότιμος Καθηγητής, ΠΤΔΕ, ΕΚΠΑ
Γεώργιος Κουρουπέτρογλου, Αναπληρωτής Καθηγητής, Τμήμα Πληροφορικής & Επικοινωνιών, ΕΚΠΑ
Ιωάννης Σπαντιδάκης, Αναπληρωτής Καθηγητής, ΠΤΔΕ, Πανεπιστήμιο Κρήτης
Ευγενία Μαγουλά, Αναπληρώτρια Καθηγήτρια, ΠΤΔΕ, ΕΚΠΑ
Αλέξανδρος- Σταμάτιος Αντωνίου, Αναπληρωτής Καθηγήτης, ΠΤΔΕ, ΕΚΠΑ
Φωτεινή Αντωνίου, Επίκουρη Καθηγήτρια, ΠΤΔΕ, ΕΚΠΑ
Original Title:
Ειδικές Μαθησιακές Δυσκολίες και Τεχνολογίες της Πληροφορίας και της Επικοινωνίας στη Δευτεροβάθμια Εκπαίδευση: Παρέμβαση στην Παραγωγή Γραπτού Λόγου
Translated title:
Specific Learning Difficulties and Information and Communication Technologies in Secondary Education: An Intervention in Writing
Summary:
Based on current research data writing is one of the most significant and demanding learning activities. Adolescent students of secondary education do not restrain themselves anymore, regarding writing, in school or private tutoring and in “traditional” handwriting. On the contrary, they write on their pcs, smart phones, tablets, which they use as means of learning, expressing themselves and communicating. In this dynamic field adolescent students with Specific Learning Difficulties (SLD) are also asked to communicate and express themselves by producing various types of texts, ranging from messages written in their mobile phones to school essays. Bibliography reports extensively on a wide range of difficulties which this category of students face during writing, while at the same time during the last years it underlines the positive role that Information and Communication Technologies (ICT) play in confronting those difficulties. The purpose of the present research is to record the attitudes and opinions of adolescents with and without SLD about writing and the use of ICT in a wide range. In parallel, the research aims at examining and proposing best practices, tools and means of improving the writing of secondary education students with SLD, with the help of technology both as a self-correcting process and also final product. A group of 40 secondary students with a formal diagnosis of SLD participated in the research together with another group of 20 typical secondary education students. Both groups where asked, after a brief intervention in the use of printed and electronic tools for text checking and editing, to write two school essays, one in handwriting and one with the use of a pc. Afterwards, their writings where coded and sent for checking to secondary education language teachers in order for them to be marked and the spelling mistakes be recorded. At the same time the texts where analyzed with a software for greek text reading difficulty. The students also answered a survey of attitudes towards writing. Results of the survey showed that students write almost every day both in printed and electronic forms, with a domination of school notes and exercises and mobile text messages and brief messages in the social media following. During writing, students of both groups seem to use more electronic tools for checking and editing their text, use better strategies and finally produce better writings, in many levels, with the use of a computer rather than writing in hand and using printed tools. Finally, students with SLD seemed to benefit more from the use of ICT in comparison with students without SLD.
Main subject category:
Education
Keywords:
Specific Learning Difficulties, Information and Communication Technologies, Secondary Education, Intervention, Writing
Number of references:
357
