Information and Communication Technologies and the Impact of Gender on the Writing Performance of Students with ADHD

Autor/inn/en	Andreou, Georgia; Riga, Asimina; Papayiannis, Nikolaos
Titel	Information and Communication Technologies and the Impact of Gender on the Writing Performance of Students with ADHD
Quelle	In: Themes in Science and Technology Education, 9 (2016) 1, S.25-41 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1792-8788
Schlagwörter	Information Technology; Attention Deficit Hyperactivity Disorder; Writing Skills; Writing Improvement; Gender Differences; Teaching Methods; Computer Assisted Instruction; Essays; Comparative Analysis; Statistical Analysis; Qualitative Research; Computer Use; Computer Literacy; Secondary School Students; Foreign Countries; Questionnaires; Case Studies; Greece + Suchen Sie Ihr Suchwort? Informationstechnologie; Writing skill; Schreibfertigkeit; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Essay; Aufsatzunterricht; Statistische Analyse; Qualitative Forschung; Computerkenntnisse; Sekundarschüler; Ausland; Fragebogen; Case study; Fallstudie; Case Study; Griechenland
Abstract	The present study investigates whether the use of ICTs improves the writing performance of students with ADHD (Attention Deficit Hyperactivity Disorder). It also examines whether gender affects performance. A number of ADHD students were selected and were assessed for their use of a combination of distinct educational tools. Divided into two separate groups, these students were simultaneously taught the same educational material. One group learned the material by using various computer-based tools, while the other group learned by using paper and pencil. Both groups were asked to write descriptive essays. The findings indicate that the group of students who used ICTs performed better in the task of essay writing than the group who did not. The statistical analysis done to assess the impact of gender on student performance revealed that the boys who used ICTs outperformed the boys who did not. There was no qualitative difference in the girls' performance, regardless whether they used or did not use ICTs. It seems that gender makes a difference in three areas: students' attitude toward computers, students' ability to use computers and students' actual use of computers. (As Provided).
Anmerkungen	Themes in Science and Technology Education. The Educational Approaches to Virtual Reality Technologies Laboratory, University of Ioannina, Ioannina, GR 45110, Greece. Tel: +30-2651005697; Fax: +30-2651005854; Web site: http://earthlab.uoi.gr/theste
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01