The role of integrating technology in teaching numeric skills to children with visual impairment in Gujranwala, Punjab, Pakistan

Authors

DOI:

https://doi.org/10.47264/idea.jhsms/4.1.15

Keywords:

children, visually impaired, visually impaired children, basic numeric skills, assistive technology, integration technology, visually impaired students

Abstract

Visually impaired children face mathematics problems at the class level and have hurdles in learning basic numeric skills. This situation calls for action research to identify the effects of integration technology on teaching visually impaired children's basic numeric skills. This study has been conducted by integrating the technologies in teaching basic numeric skills to children with visual impairment through practical action research. The study population included visually impaired students at the Government Institute for Blind Gujranwala, District Gujranwala, Pakistan. Action research impacts technology integration in teaching children with visual impairment (CVI) basic numeric skills. The study was taken from practical action research in the institution where the researchers taught visually impaired students in the classroom. Seven visually impaired students were the participants in this research. Researchers implemented ten days of intervention planned to teach them different assistive technologies. Two instruments, a pre-test and a post-test, were used to collect the data. The study shows a qualitative difference among the students in learning basic numeric skills. The students faced many issues in solving basic numeric skills. The results also indicate that a lack of skills in mathematics subjects to use integration technologies is a big challenge for teachers.

References

Andersson, U. (2010). Skill development in different components of arithmetic and basic cognitive functions: findings from a 3-Year Longitudinal study of children with different types of learning Difficulties. Journal of Educational Psychology, 102(1), 115–134. https://doi.org/10.1037/a0016838 DOI: https://doi.org/10.1037/a0016838

Cohen, M. O., Ashkenazy, E., Cohen, A., & Tirosh, E. (2005). Emotional status and development in children who are visually impaired. Journal of Visual Impairment and Blindness, 99(8), 478-485. https://doi.org/10.1177/0145482x0509900804 DOI: https://doi.org/10.1177/0145482X0509900804

Celeste, M. (2006). Play Behaviours and Social Interactions of a Child who is Blind: In Theory and Practice. Journal of Visual Impairment & Blindness, 100(2), 75-90. https://doi.org/10.1177/0145482X0610000203 DOI: https://doi.org/10.1177/0145482X0610000203

Dowker, A. (2004). What works for children with Mathematical difficulties? Research Report No. 554. Department for Education and Skills, University of Oxford. https://webarchive.nationalarchives.gov.uk/ukgwa/20130402114537/https://www.education.gov.uk/publications/eOrderingDownload/RR554.pdf

Hitch, G. J., & McLean, J. F. (1999). Working memory impairments in children with specific arithmetic learning difficulties. Journal of Experimental Child Psychology, 74(3), 240–260. https://doi.org/10.1006/jecp.1999.2516 DOI: https://doi.org/10.1006/jecp.1999.2516

Hasselbring, T. S., & Glaser, C. H. W. (2000). Use of computer technology to help special needs. Future of Children, 10(2), 102–122. https://www.jstor.org/stable/1602691 DOI: https://doi.org/10.2307/1602691

Penner-Wilger, M., Fast, L., LeFevre, J. A., Smith-Chant, B. L., Skwarchuk, S. L., Kamawar, D., & Bisanz, J. (2007). The foundations of numeracy: subitizing, finger gnosia, and fine motor ability. Proceedings of the 29th Annual Meeting of the Cognitive Science Society, 29, 1385–1390. https://cloudfront.escholarship.org/dist/prd/content/qt8vb45554/qt8vb45554.pdf

Rehman, N., Zhang, W., & Iqbal, M. (2021). The use of technology for online classes during the global pandemic: Challenges encountered by the schoolteachers in Pakistan. Liberal Arts and Social Sciences International Journal (LASSIJ), 5(2), 193–208. https://doi.org/10.47264/idea.lassij/5.2.13 DOI: https://doi.org/10.47264/idea.lassij/5.2.13

Ringstaff, C., & Kelley, L. (2002). The learning return on our educational technology investment: a review of findings from research. WestEd. https://www.wested.org/resources/the-learning-return-on-our-educational-technology-investment-a-review-of-findings-from-research/#

Robaei, D., Rose, K., Ojaimi, E., Kifley, A., Son Huynh, Ma., & Mitchell, P. (2005). Visual acuity and the causes of visual loss in a population-based sample of 6-year-old Australian children. Elsevier. https://www.sciencedirect.com/science/article/pii/S0161642005003040 DOI: https://doi.org/10.1016/j.ophtha.2005.01.052

Sacharowitz, H. (2016). Visual impairment in South Africa: achievements and challenges. African Vision and Eye Health, 64(4), a239. https://doi.org/10.4102/aveh.v64i4.239 DOI: https://doi.org/10.4102/aveh.v64i4.239

Sánchez, J., & Sáenz, M. (2005). 3D sound interactive environments for problem solving. Assets '05: Proceedings of the 7th international ACM SIGACCESS conference on Computers and accessibility, Taylor & Francis, 173-179. https://doi.org/10.1145/1090785.1090817 DOI: https://doi.org/10.1145/1090785.1090817

Voy, C. L. L. (2009). Mathematics and the visually impaired child: an examination of standards-based mathematics teaching strategies with young visually impaired children. PhD Dissertation submitted to University of Kansas. https://www.proquest.com/openview/d1c196fdf97a7ea5df69555a4bba5ab9/1?pq-origsite=gscholar&cbl=18750

Published

2023-06-30

How to Cite

Parveen, Z., Naqvi, B. A., Abbas, A., & Zahid, M. (2023). The role of integrating technology in teaching numeric skills to children with visual impairment in Gujranwala, Punjab, Pakistan. Journal of Humanities, Social and Management Sciences (JHSMS), 4(1), 225–235. https://doi.org/10.47264/idea.jhsms/4.1.15

Issue

Section

Original Research Articles

Similar Articles

1 2 3 4 5 > >> 

You may also start an advanced similarity search for this article.