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Children with Autism Spectrum disorders as Creative Actors in a strength-based Technology-enhanced learning Environment - CASCATE. 2011 - 2014


Hankkeen nimi Children with Autism Spectrum disorders as Creative Actors in a strength-based Technology-enhanced learning Environment 
Lyhenne CASCATE 
Vastuuhenkilö
Vastuuyksikkö
Yliopiston muut asiantuntijat
Yliopiston muut yksiköt
Alkamispäivä 01.01.2011 
Päättymispäivä 31.12.2014 
Vaihe Päättynyt
Sopimusvuosi 2011 
Rahoituslähde Suomen Akatemia
OKM:n tieteenalaluokittelu Luonnontieteet/Tietojenkäsittely ja informaatiotieteet
Yhteiskuntatieteet/Kasvatustieteet
Muu luokittelu KOTA/Kasvatustieteellinen
KOTA/Teknillistieteellinen
Yliopiston strategiset alat/Tietyt opettajankoulutuksen alueet
Yliopiston strategiset alat/Uudet teknologiat ja materiaalit
Tiivistelmä The goal of the interdisciplinary research project is to investigate the action of children with autism spectrum disorders in a strength-based multiple-technology learning environment. More specifically the study investigates the action of children with autism spectrum disorders from the point of view of their attention (shared attention,), communication, interaction and creativity (the unexpected /variety ways of action with technologies) as well as the emergence of individual strengths (e.g. individual strengths of visual, tactile and auditive perception or memory) during action. Findings of the research will produce significant new scientific knowledge and thus make a scientific contribution both to special education and computer science. The research on the emergence of children¿s strengths in areas of action that are typically investigated from the viewpoint of problems requires the development of novel adaptable technologies and the development of technologies requires the understanding about children with autism spectrum disorders in the pedagogical context. When implemented in natural settings in collaboration with the children the usability and adaptability of the outcomes of the research to real life contexts will be guaranteed.
The following objectives and questions are set for the research:
1. Examine and analyze children¿s action, particularly attention (shared attention, task orientation), interaction (self-regulation, communication), creativity (e.g. unexpected / variety ways of using technology), and strengths (individual e.g. visual, tactile and auditive perception, memory) in the technology-enhanced learning environment.
a. How are children¿s attention distributed in the technology-enhanced learning environment?
b. How do children communicate and interact in the technology-enhanced learning environment?
c. How does children¿s creativity occur in the technology-enhanced learning environment?
d. How do children¿s strengths come forward in the technology-enhanced learning environment?
2. Establish a technology-enhanced learning environment that children can modify, and that thereby fosters children¿s action, creativity and strengths.
a. How do children contribute to the modification of technologies in the learning environment?
b. How do the modifications of technologies contribute to children¿s action in the learning environment?
The main data collection method is videotaping. Each child¿s action on every workstation is videotaped during every session. This guarantees detailed data for an analysis. In addition, the computer applications help us to identify children¿s interest profiles by tracking their activities. It is also possible to utilize an eye-movement tracker for the data collection in the later specified phases of the study. An observation form and a questionnaire are used as an additional data collection tool for collecting the data from adults after every session. Also the personal interviews of teachers are conducted as additional data when needed (approx. once a year). Data analysis will be done according to the ideas of action research simultaneous with the data collection. The raw data from the field will be transcribed in a detailed way regarding to the objectives of the study. During analysis both qualitative (Grounded Theory) and quantitatively (e.g. Qualitative Comparative Analysis, Hierarchical Cluster Analysis) methods will be used. The findings of the research can be utilized when organizing the education and rehabilitation of children with autism spectrum disorders. The findings can also be used for the development of now adaptable technologies.
Rekisteröintiorganisaatio UEF/Kasvatustieteiden ja psykologian osasto / Erityispedagogiikka 
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