Science for Education Today, 2021, vol. 11, no. 2, pp. 155–171
UDC: 
376.33

Possibilities of using interactive resources in special education degree programmes

Krasilnikova O. A. 1 (Saint Petersburg, Russian Federation), Lukina A. S. 1 (Saint Petersburg, Russian Federation), Chizh O. A. 1 (Saint Petersburg, Russian Federation), Kireenkova E. E. 1 (Saint Petersburg, Russian Federation)
1 Herzen State Pedagogical University of Russia
Abstract: 

Introduction. The article studies the development of special education degree courses based on modern multimedia technologies. The purpose of the research is to reveal the possibilities of using interactive resources in the context of special education degree programmes.
Materials and Methods. The study utilized a systematic approach to understanding the concept of special education and employed retrospective and comparative analyses. An online questionnaire was used to collect empirical data in order to clarify the possibilities of using interactive technologies in special education degree courses. The study involved 156 university students pursuing their undergraduate degrees in the field of Special education (Deaf education), as well as 60 teachers from special education settings for deaf, hearing-impaired and late-deaf children. The study was conducted at Herzen University (Herzen Russian State Pedagogical University), special boarding schools №1 and №31 for deaf children, and special boarding schools №33 and №20 for hearing impaired and late-deaf children in St. Petersburg.
Results. The study has revealed the possibilities and areas of using interactive resources and clarified the role of multimedia technologies in special education degree programmes. The authors have identified the most convenient and informative types of hyperlinks for special education. The research findings suggest that special education teachers working with deaf and hard-to-hearing students need interactive resources for the purpose of self-education and professional development.
Conclusions. In conclusion, the main possibilities of using interactive resources in the context of special education degrees are summarized. The results obtained indicate the need for increasing the number of multimedia resources in the field of special education, which can be used in a blended learning environment.

Keywords: 

Interactive resources; Multimedia technologies; Digital reading; Special education degree; E-book; Deaf education; Blended learning.

URL WoS/RSCI: https://www.webofscience.com/wos/rsci/full-record/RSCI:45741073

For citation:
Krasilnikova O. A., Lukina A. S., Chizh O. A., Kireenkova E. E. Possibilities of using interactive resources in special education degree programmes. Science for Education Today, 2021, vol. 11, no. 2, pp. 155–171. DOI: http://dx.doi.org/10.15293/2658-6762.2102.07
References: 
  1. Andryukhina L. M., Sadovnikova N. O., Utkina S. N., Mirzaahmedov A. M. Digitalisation of professional education: Prospects and invisible barriers. The Education and Science Journal, 2020, vol. 22 (3), pp. 116–147. (In Russian) DOI: https://doi.org/10.17853/1994-5639-2020-3-116-147 URL: https://elibrary.ru/item.asp?id=42863831
  2. Borisenko N. A., Mironova K. V., Shishkova S. V., Granik G. G. Characteristics of modern adolescents’ digital reading: Results of theoretical and empirical research. Science for Education Today, 2020, vol. 10 (5), pp. 28–49. (In Russian) DOI: http://dx.doi.org/10.15293/2658-6762.2005.02 URL: https://elibrary.ru/item.asp?id=44193022
  3. Vezirov T. G. Electronic publications for educational purposes in teaching foreign languages. Actual Problems of Philology and Methods of Teaching Foreign Languages, 2016, no. 10, pp. 138–142. (In Russian) URL: https://elibrary.ru/item.asp?id=25986587
  4. Vyalikova G. S., Erofeeva M. A., Plekhanova M. V., Pluzhnikova Yu. A., Savelyeva S. S. Modeling the process of forming students’ general pedagogical ICT competence on the basis of system-and-activity approach. Perspectives of Science and Education, 2020, no. 1, pp. 39–56. (In Russian) DOI: http://dx.doi.org/10.32744/pse.2020.1.3 URL: https://elibrary.ru/item.asp?id=42485611
  5. Lombina T. N., Mansurov V. A., Yurchenko O. V. Literacy problems in the new digital reality (by the example of schoolchildren). Part I. Sociologicheskaja Nauka i Social’naja Praktika, 2019, vol. 7 (4), pp. 97–107. (In Russian) DOI: https://doi.org/10.19181/snsp.2019.7.4.6803 URL: https://elibrary.ru/item.asp?id=41708295
  6. Makarenko A. N., Smyshlyaeva L. G., Minaev N. N., Zamyatina O. M. Digital horizons in teacher education development. Higher Education in Russia, 2020, vol. 29 (6), pp. 113–121. (In Russian) DOI: https://doi.org/10.31992/0869-3617-2020-6-113-121 URL: https://elibrary.ru/item.asp?id=43036410
  7. Makarova N. N., Chernova N. V. Experience of using electronic educational resources in the process of teaching the History of Russia at the university. Perspectives of Science and Education, 2019, no. 3, pp. 474–488. (In Russian) DOI: http://dx.doi.org/10.32744/pse.2019.3.36 URL: https://elibrary.ru/item.asp?id=38545622
  8. Pletyago T. Yu., Ostapenko A. S., Antonova S. N. Pedagogical models of blended learning: On the experience of Russian and foreign practice of design and implementation. The Education and Science Journal, 2019, vol. 21 (5), pp. 112–129. (In Russian) DOI: https://doi.org/10.17853/1994-5639-2019-5-113-130 URL: https://elibrary.ru/item.asp?id=37729294
  9. Soboleva E. V., Suvorova T. N., Novoselova S. Y., Nimatulaev M. M. Possibilities of interactive services for improving the training of future digital school teachers. Perspectives of Science and Education, 2020, no. 3, pp. 441–458. (In Russian) DOI: http://dx.doi.org/10.32744/pse.2020.3.32 URL: https://elibrary.ru/item.asp?id=43776075

10. Spirina Y. A., Kazimova D. A., Mulikova S. A. Development of university information educational environment as a condition of improving educational-methodical work. Novosibirsk State Pedagogical University Bulletin, 2017, vol. 7 (4), pp. 26–39. (In Russian) DOI: http://dx.doi.org/10.15293/2226-3365.1704.02 URL: https://elibrary.ru/item.asp?id=29962680

11. Blom H., Segers E., Knoors H., Hermans D., Verhoeven L. Comprehension and navigation of networked hypertexts. Journal of Computer Assisted Learning, 2018, vol. 34 (3), pp. 306–314. DOI: https://doi.org/10.1111/jcal.12243

12. Coiro J. Toward a multifaceted heuristic of digital reading to inform assessment, research, practice, and policy. Reading Research Quarterly, 2020, vol. 56 (1), pp. 9–31. DOI: https://doi.org/10.1002/rrq.302

13. Du Toit J., Verhoef A. Embodied digital technology and transformation in higher education. Transformation in Higher Education, 2018, vol. 3, pp. 52. DOI: https://doi.org/10.4102/the.v3i0.52

14. Feras M. Al. M. The impact of quality content educational resources on students’ academic achievement: Survey research (on the example of Northern Border University, Arar). The Education and Science Journal, 2020, vol. 22 (5), pp. 132–149. DOI: https://doi.org/10.17853/1994-5639-2020-5-132-149   URL: https://elibrary.ru/item.asp?id=43077142

15. Gu X., Wu B., Xu X. Design, development, and learning in e-textbooks: What we learned and where we are going. Journal of Computers in Education, 2015, vol. 2 (1), pp. 25–41. DOI: https://doi.org/10.1007/s40692-014-0023-9

16. Kong Y., Seo Y., Zhai L. Comparison of reading performance on screen and on paper: A meta-analysis. Computers & Education, 2018, vol. 123, pp. 138–149. DOI: https://doi.org/10.1016/j.compedu.2018.05.005

17. Lim H., Jung H. Factors related to digital reading achievement: A multi-level analysis using international large scale data. Computers & Education, 2019, vol. 133, pp. 82–93. DOI: https://doi.org/10.1016/j.compedu.2019.01.007

18. Nikitina G. A., Ternova N. V. Electronic teaching aids as a means of intensifying the process of foreign language teaching. Perspectives of Science and Education, 2019, no. 6, pp. 435–444. DOI: http://dx.doi.org/10.32744/pse.2019.6.36 URL: https://elibrary.ru/item.asp?id=41652660

19. Picciano A. G. An integrated multimodal model for online education. Theories and frameworks for online education: Seeking an integrated model. Online Learning, 2017, vol. 21 (3), pp. 166–190. DOI: https://doi.org/10.24059/olj.v21i3.1225

20. De Raeve L., Baerts J., Colleye E., Croux E. Changing schools for the deaf: updating the educational setting for our deaf children in the 21-st century, a big challenge. Deafness & Education International, 2012, vol. 14 (1), pp. 48–59. DOI: https://doi.org/10.1179/1557069X11Y.0000000012

21. Sakibayev S., Sakibayev R., Sakibayeva B. The educational impact of using mobile technology in a database course in college. Interactive Technology and Smart Education, 2019, vol. 16 (4), pp. 363–380. DOI: https://doi.org/10.1108/ITSE-12-2018-0103

22. Simsek O., Sarsar F. Investigation of the self-efficacy of the teachers in technological pedagogical content knowledge and their use of information and communication technologies. World Journal of Education, 2019, vol. 9 (1), pp. 196–208. DOI: https://doi.org/10.5430/wje.v9n1p196

23. Turner K., Hicks T., Zucker L. Connected reading: A framework for understanding how adolescents encounter, evaluate, and engage with texts in the digital age. Reading Research Quarterly, 2020, vol. 55 (2), pp. 291–309. DOI: https://doi.org/10.1002/rrq.271

24. Yucel U. A., Usluel Y. K. Knowledge building and the quantity, content and quality of the interaction and participation of students in an online collaborative learning environment. Computers & Education, 2016, vol. 97, pp. 31–48. DOI: https://doi.org/10.1016/j.compedu.2016.02.015

Date of the publication 30.04.2021