Helping Children Become Independent Learners

HELPING CHILDREN BECOME INDEPENDENT LEARNERS 4

HelpingChildren Become Independent Learners

Thearticle uses the persuasive style of writing to describe howtechnology has enabled deaf children to become independent learners.As the author states her opinions on the topic under discussion, shesupports them with justifications. Besides, the language used in thepiece of writing is clear and objective. The writer also utilizes adramatic style to describe how deaf children are using devices suchas iPads to improve their learning experience (Bricker, 2015).Regarding the article’s structure, the author begins with a hookthat introduces the main character in the text. The organization ofthe editorial is in a sequence, which describes the events that ledto the implementation of the program that issued iPads to deafchildren. Similarly, preschool-aged children with behavioral problemscan utilize such technological devices to enable them to learnindependently.

Thearticle’s author is an itinerant teacher that educates children whohave hearing problems, and she asserts that she works in a smallschool system (Bricker, 2015). The intended audience of the articleis anyone that interacts with deaf children, including their parents,school administrators, and teachers. Besides, the information thatthe author presents shows how some children have benefitted from theuse of the iPad program to have a better understanding of theirteachers’ lectures.

Thesample population described in the article is a group of threechildren with different degrees of hearing impairment. The author,however, focusses on one of these children, named Zane, whose hearingloss made him discover that technology could help him understandlectures better. Besides, the researcher uses observation as the datacollection method for the study that evaluates deaf children’slearning response through the use of technology. Also, the researcherobserved Zane’s academic performance since his fifth grade, and shenoted the effectiveness of the measures that the school district usedto help him to acquire information. Other observations that theresearcher makes include reviewing Zane’s class notes, and themeetings with the school administrators that led to the introductionof the program that provides deaf children with iPads.

Theresearcher collected observational data from the three children whowere part of the sample population, and these included Zane, Winslow,and Tobina (Bricker, 2015). Equally important, the researcherobserved that the building where Zane attended his high schoolclasses had poor acoustics, and that the student missed the importantspoken instructions from his teacher (Bricker, 2015). However, theresearcher does not use any statistical methods to analyze the data,but she makes casual inferences before concluding that technologyfacilitates better learning among deaf children. After analyzing thedata, Bricker (2015) found that Zane’s use of the iPad applicationhelped him to improve in the units where he used to perform poorly.The use of the iPads also enabled other deaf children to becomeindependent learners.

Whilethe results of the study appear to be conclusive, there are somelimitations in the research. For instance, the generalizations thatthe researcher makes in the article might not be reliable, and therecould be a personal bias in the results. Equally significant, itcould be difficult to check the validity of the observations that theresearcher made.

Thestudy’s purpose was finding out how people can work with childrenthat have behavioral issues to become independent learners. Followingthe researcher’s observation that Zane was not performing well inone school unit, she needed to evaluate how the student could utilizetechnology to help him learn independently.

References

Bricker,V. (2015). iPads for access, independence, and achievement. Odyssey:NewDirections in Deaf Education,16, 10-13.