Effectiveness Of Using Technology With A View

Children with ASD usually have lower levels of social interaction compared to other students. They have lower levels of play behaviors and the behaviors may be idiosyncratic or unusual. Children that exhibit these behaviors usually have a harder time having successful social interactions with their peers. However, if teachers and parents are aware of and understand the progression of play skills then they can teach children with ASD at an early age appropriate play skills and behaviors. Once a child exhibits appropriate play skills and behaviors with toys, they have a better success rate of having appropriate interactions with their peers. Teachers can teach appropriate play skills by implementing visual structuring in their instruction.

‘Employing a qualitative methodology, underpinned by a constructivist world view, has provided the means to generate rich, deep and contextualised understandings of the research issue, and an appreciation of the socially constructed and experienced realities of the participants.’ (Highfield 2012)

S: Page 315 mainly discusses the use of technology with children that have ASD, and their wellness, including health and safety, physical education, and sensory motor

The role of technology in early childhood education is a controversial topic to both teachers and parents. The main concerns of both teachers and parents is the potential benefits for young children’s learning and development.. Supporters and non-supporters agree on the importance of young children’s social, emotional, cognitive and physical development. Supporters feel children should have the opportunity to use the computer as another tool to aide in and encourage their development. Non-supporters agree the computer may be a useful tool for young children but feel many teachers may not be using the computers in the best way to promote a healthy development in the child.

M., Shanker, S. G., & Strieben, J., 2011). Casenhiser et al. (2011) instruct that DSP should teach social communication abilities in the same order observed in typically developing children. According to researchers, markers of developmental capacity are revealed through observations. These markers differ from a child’s actual developmental capacities, which are not always observed. Researchers report that children with ASD demonstrate improved joint attention and communicative skills as a result of DSP intervention. Strategies utilized in DSP include interacting in the area of focused interest, facilitating increased initiations through the arrangement of the environment, responding to communications as purposeful, and sharing expressions of feelings and emotional affect. In CCG, the clinicians implemented these strategies by creating a variety of activities to encourage developmentally appropriate initiations and social communications. For example, sensorimotor activities and science experiments were designed to encourage initiations, joint attention, emotional expression, communication, and social interactions at appropriate levels for each

Therefore due to the social, personal and language related research required (Cottrell, 2014), a qualitative method of research was elected, as the quantitative method would have produced irrelevant and non-opinionated views (Denscombe, 2014; Hoepfl, 1997), although potentially any form of research method can cause limitations during research (Trafimow, 2014). Consequently the qualitative sample within the interpretive paradigm produced

Mixed methods research is a mixture of quantities and qualitative techniques in a study, this approach utilises the cumulative strengths of both methods and can account for each other’s weaknesses (Kraska and Neuman, 2011, 16-17). This approach could be delivered through a single survey like the one conducted in this study but, participants would be given the choice between electronic or paper copy as well as questions would be framed through both quantitative and qualitative approaches i.e. open-ended and closed-ended. This would provide the researcher with more in-depth information on ERS and individuals’ characteristics that would enable deeper analysis as well as enable all individuals to partake in the survey (Cornelissen, 2017, 380-382; Handscomb et al. 2016,

A research paradigm is a way of observing the world. It is composed of certain philosophical assumptions that guide and direct action and thinking. Traditional the main worldviews and paradigms that are presented as being fundamentally opposed are positivism/postpositivism and constructivism/interpretivism (Creswell & Plano Clark, 2007; Morgan, 2007). Mixed methods research has been addressed as a response to the ongoing debates discussing the advantages and disadvantages of qualitative versus quantitative research as a result of the paradigm battle.

It is important that we understand the impact that technology can have on our children in schools and how it may affect their social development. Some of the literature reviewed discusses social media and not social development. Currently schools in New Zealand have a wide range of technology equipment in schools, such as IPADS, computers, electronic white boards, laptops and technology equipment for those children who have

Quantitative research is considered to be the use of numbers. In the use of a quantitative study, the researcher test objective theories by examining the conjunction among variables. The variables used can be measured on instruments, so that numbered data can be used and analyzed (Creswell, 2008). Qualitative research is mainly used to explore and understand human or social problems. The process of qualitative studies includes questions and procedures; and the data is collected byway of participant’s settings. It allows the researcher to study an issue in great detail and depth, as well as not allowing data collection to be constrained by predetermined data. Mixed methods research combines quantitative and qualitative methods and it involves philosophical assumptions. This form of study includes collecting and analyzing data from a quantitative and qualitative perspective. It is believed that mixed methods research is a great method for practicing researchers who would like to bridge the schism between quantitative and qualitative research (Onwuegbuzie & Leech, 2004a). Even though these methods are different, they all involve philosophical assumptions and distinct methods or procedures (Cresswell, 2009).

Creswell, Fetters et al. (2004) point out number of identifiers to differentiate mixed methods research designs from the other methods. The relative importance of one form of data over the other is one distinguishing sign that could describe the mixed method design. Another metric is the order of data collection and analysis phases as well as the timing of the data collection,

Taking Two Of The Theoretical Approaches To Social Research Discussed In The Module, Demonstrate The Connections Between Their Ontological, Epistemological And Methodological Assumptions. Which Method Or Methods Would Proponents Of Each Theory Favour As A Result Of Their Assumptions.

This essay have discussed about the main methodological approaches and the definition and explanation of the main philosophical terms, as well as mentioned about which philosophical approach will be use in the research project for next year.

The mixed methods paradigm has been defined as ‘the class of research where the re-searcher mixes or combines ‘qualitative and quantitative elements’ (Johnson and Onwug-buzie, 2004: 17).

To gain proper and effective research on how technology impacts the lives of children with disabilities in an academic setting using qualitative descriptive research methods. There are three different ways to conduct qualitative research. Participant observation is appropriate for collecting data on naturally occurring behaviors in their natural environment, such a school, work, or home setting. In depth interviews are best for collecting data on individuals’ personal histories, perspectives, and experiences for certain topics being researched. Lastly, focus groups are effective in collecting data on the cultural norms of a group and in generating broad overviews. Conducting a participant observation in a special education classroom gives the researcher the ability to inadept see the impact technology has a special needs child’s every day in an academic setting. It also gives the researcher the ability to observe, and interview the teacher for a long period of time in a close proximity. (Holosko, M. J. (n.d.).