Please use this identifier to cite or link to this item:
|Title:||Talk and Tech: The Impact of Technology Type and Setting on the Communication Patterns of a Child With Autism|
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Gribble, J., Hansen, A., Harlow, D., & Lai, K. (2020). Talk and Tech: The Impact of Technology Type and Setting on the Communication Patterns of a Child With Autism. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 771-772). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||This paper presents the potential effect of a computer programming curriculum on the verbal communication skills of an elementary school student with autism. The student participated in a block-based computer science curriculum for 2 years. We observed his work in three distinct contexts: (1) the general education classroom, working without computers, (2) the same classroom, working on laptop computers, and (3) the computer lab, working on a desktop computer. Careful video analysis revealed that the student communicated more (as measured by speaking time and number of interactions initiated with others) when working on a computer than without one, regardless of the type of computing devices used (laptop vs. desktop) and classroom context (classroom vs. computer lab).|
|Appears in Collections:||ICLS 2020|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.