Personal digital assistants: Effects on performance and perceptions of students with special needs.

摘要

This action research project examined the effects of the use of personal digital assistants on students with special needs in the mainstream science classroom in a Southwest Minnesota school during the fall semester of the 2004/2005 school year. Fifteen students were randomly selected to participate in the PDA research project. Data analyses consisted of descriptive statistics and inferential statistics utilizing the t test for paired means to compare pre- and post- student survey data and baseline and research period performance data. Statistical data are supported with qualitative data collected from open-ended survey questions and focus group questions. The findings of this study revealed that PDAs have no effect on student performance in a nine-week period, and student perceptions regarding the use of PDAs are positive. Results from this study will provide relevant information for educators looking for a type of assistive technology to use in the mainstream classroom with special needs students.