Title: The use of Multimedia technology as an educational aid for ...

Title: The use of Multimedia technology as an educational aid for primary-school age children with cognitive
disabilities.
Aims: There has been an increased interest in the use of Multimedia and Assistive Technologies in educating people
with disabilities over the last number of years (Dept. of Education and Science, 2008). This increase is due to
advances in and improved access to this technology, focused training initiatives for educators, increased funding for
ICT in schools and the generally lower cost of integrating these technologies. (Shiels & O’Flaherty, 2006). Computers
can be used in a structured and creative way in the classroom but the benefits of technology are not limited to
conventional computer systems. Teachers need to be informed of the multi faceted technologies available today that
can be quite easily integrated in the teaching curriculum. With the current drive for inclusion of most children with
cognitive disabilities into mainstream schools, equipment and expertise will be of enormous help to both children and
teachers. While technology can be a complementary approach to traditional teaching methods, it is not a replacement
for these methods. The technology must suit the needs of the individual and the task or activity at hand (Zabala, 1995),
particularly with regard to differentiation of the curriculum (adapting the curriculum to suit individual needs) and
inclusiveness (Smeets & Mooij, 2002). In light of the recent global economic downturn, funding restrictions have been
implemented in Ireland’s 2009 Budget. (Dept. of Finance, 2008). These cutbacks were preceded by a June 2008
decision by the Department of Education and Science to remove funding for ICT Advisors working from Education
Centres (TUI, 2008). This, and other cost cutting exercises, is a worrying sign of Ireland’s ICT practices failing to meet
EU standards. (Korte & Husing, 2007).
The main aims of this thesis are:
• To establish how best to facilitate the learning of children with cognitive disabilities through the use of
multimedia technology.
• To provide guidelines for teachers on the use of multimedia technology as a pedagogical tool for children with
cognitive disabilities.
Objectives will be to research:
• The criteria and guidelines currently available for the use of technology in schools and the use of technology
for children with cognitive disabilities, e.g. cost, learning curve, etc
• The Government and Educational Institutes policies and practices with regard to implementing technology in
schools in Ireland and Worldwide, e.g. UK, New Zealand, US, (Austria/ Finland/ France/ Poland).
• The evaluation of the multimedia technology that is available for education in general based on the above
criteria that would help achieve the researcher’s aim of determining how this technology can be used to
support educational development.
• The current versus the potential use for multimedia technology in Irish primary education.
• The educational needs of children with cognitive disabilities and the suitability of the curriculum for
differentiation with multimedia technology to benefit these children.
• Whether multimedia technologies and computer aided learning benefit children with cognitive disabilities.
• And develop an interactive learning tool using media design and development software and published as a
standalone application
• And to trial the technology with primary school aged children with cognitive disabilities using talk aloud protocol
sessions, and with teachers during informal focus groups.
• To evaluate the success of the trials and extract guidelines from these results.
• The attitudes of teachers towards technology and the skills required to implement a multimedia approach to
education.
• Based on this, how practicable it is that multimedia technology can be used for learners with cognitive
disabilities and be integrated in classrooms.
Research Methodologies will involve
• A survey of the guidelines, criteria and policies identified above using a combination of traditional and ICT
based information.
• Review of the various multimedia technologies available and an assessment of its potential to address the
specific objectives of the research.
• Survey of the current use of technology in schools, including field research and questionnaires.
• Continued investigation of design principles and development methods for creating the pilot through desk
research and testing.
• Qualitative research of the suitability and use of computers in education through focus groups with teachers.
• Qualitative research of the multimedia technology developed by the researcher by incorporating talk out loud
protocol during trial sessions with students and involving a reflection on the affordances of the technology as
an alternative to the face to face learning environment.
• Semi formal interviews and communication with teachers and educational technology providers.

Schedule of Work -
Time Period Activity Outcome
Month 1-4 • Initial research and development of
multimedia technology to be used by
the researcher.
• Establish communication with key
individuals and organisations in the
field and extend list of contacts.
• Identification of resources needed to
undertake the research
Month 4-8 • Survey of the guidelines and policies
identified in the stated objectives of
the research.
• Continued research and
development of the multimedia
technology outlined in the objectives.
Month 8-10 • Review of the various multimedia
technologies available and an
assessment of its potential to
address the specific objectives of the
research.
• Continued development of the
multimedia technology outlined
above.
Month 10-12 • Continued research including a
survey of the current use of
technology in schools through field
research and questionnaires.
Month 12-14 • Continued research including
conducting semi formal interviews
and communicating with teachers
and educational technology
providers.
Month 14-18 • Testing and analysis of the
developed technology stated above
with a user group including a
reflection on the affordances of
technology as stated in the
• Database of relevant sources,
references and key data in the
field
• Detailed structure and timetable
for completion of the thesis
based on the above to include:
• Arrangements for contact and
feedback from supervisor
Detailed catalogue of
• Current criteria and guidelines
for the use of technology in
schools and for children with
cognitive disabilities.
• Government and Educational
institutes policies and practices
regarding the implementation of
technology in schools
worldwide.
Comprehensive evaluation of the
• Multimedia technology that is
available for education in
general
• Developments in multimedia
technology that would help to
determine how this technology
can be used to support
educational development.
Analysis of the
• Current versus the potential use
of multimedia technology in
Irish primary schools.
• Educational needs of children
with cognitive disabilities and
the suitability of the curriculum
for differentiation with
multimedia technology to
benefit these children.
Analysis and reflection of
• Whether computer aided
learning and multimedia
technologies benefit people with
cognitive disabilities.
• Evaluation of the success of the
multimedia technology
developed by the researcher
• Creation of guidelines for
teachers on the use of
multimedia technology in

objectives. primary schools.
Month 18-20 • Analysis of the suitability and use of
technology in education through user
testing sessions incorporating talk
out loud protocol.
Month 20-22 • Revisions and editing of thesis as a
whole
• Potential modification based on
feedback
• Writing introduction and conclusion
sections; and reference check
• Design of any graphic elements
Month 22-24 • Final meeting and consultation with
thesis supervisor
• Final revisions and modifications of
thesis
• Binding and submission
Analysis of the
• Skills required for the
implementation a multimedia
approach to education.
• Practicability that multimedia
technology can be integrated in
classrooms for learners with
cognitive disabilities.
• Draft of complete thesis
• Final bound version of the
complete thesis

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