The Application of Digital Learning and Media Video onEcological Education for Primary School Students with LearningDisability

• Main Authors: LIN,TAI-YUN, 林岱昀
• Other Authors: LIU,YUAN-CHEN
• Format: Others
• Language: en_US
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/60063069837267830382

碩士 === 國立臺北教育大學 === 教育傳播與科技研究所 === 104 === This research is based on applying digital learning and media video to integrate into teaching program. In order to enhance the learning quality for primary students with learning disability, it is to study and research three students' learning motivation and effect after integrating digital media video into class. This research is based on case study, and the research participants are three primary school students with learning disability. There are five weeks including ten classes in total and each week has two classes. The five weeks will be arranged to play CD-ROM Stories for the first week, and this makes the three learning disability students involve the class. The second week will be video disks introduced to them, and the content is including more knowledge and information; it makes the three learning disability students interested to ecology. The third week is to conduct hyperlinked multimedia game to let these learning disability students use and manipulate the computer interactively and repeatedly, rich the understanding ability of word picture, and receive the exciting stimulation of audio and sound. In the fourth week, it is used of Million Challenge Questions Competition and it makes students feel fun when answering the questions and compete against each other. It is able to motivate the potential and reinforce the purpose of knowledge foundation. Finally, I take advantage of YouTube video links and make these learning disability students integrate the learned ecological content before, and put different makers' videos together for learning. Meanwhile, checking the scores of pre-test and after-test, after-class interviews, and other teachers' observation will be the standard for amending future course. After experiencing five weeks classes, I found that these three learning disability students have been motivated to like learning ecology. Their grades averagely improve a bit; also they have positive interaction and participation during the class. The result is that by using digital media video of integrity on teaching can activate and enhance learning disability students' interest. Hopefully, in the future more students and other subjects can be applied widely for target.