Impact of the Information and Communication Technologies on the Education of Students with Down Syndrome: A Bibliometric Study (2008-2018)
Jose Maria Fernandez-Batanero , Marta Montenegro-Rueda , Jose Fernandez-Cerero , Inmaculada Garcia-Martinez
This article analyzes the impact of the Information and Communication Technologies (ICT) on students with Down syndrome through the consult of scienti.
- Pub. date: January 15, 2020
- Pages: 79-89
- 741 Downloads
- 1347 Views
- 6 Citations
This article analyzes the impact of the Information and Communication Technologies (ICT) on students with Down syndrome through the consult of scientific articles published during the 2008 to 2018 period, in five scientific journal databases utilized in the academic world. Through a descriptive and quantitative methodology, the most significant bibliometric data according to citation index is shown. Likewise, a methodology based on the analysis of co-words and clustering techniques is applied through a bibliometric maps, in order to determine the fields of scientific study. The results show that articles published have a medium-low index of impact. There are linked with the importance of using ICT with these students, from educational inclusion and accessibility perspective.
Keywords: ICT, Down syndrome, disability, indexations, bibliometric study.
References
American Association of Intellectual and Developmental Disabilities. (2004). Retraso Mental. Definicion, clasificacion y sistemas de apoyo [Intellectual disability. Definition, classification and support systems] (10th ed.). Madrid, Spain: Publishing Alliance/Alianza Editorial.
Bennett, S.J., Holmes, J., & Buckley, S. (2013). Computerized memory training leads to sustained improvement in visuospatial short-term memory skills in children with Down Syndrome. American Journal on Intellectual and Developmental Disabilities, 118(3), 179–192. doi:10.1352/1944-7558-118.3.179
Bhattacharya, S., Kretschmer, H., & Meyer, M. (2003). Characterizing intellectual spaces between science and technology. Scientometrics, 58(2), 369–390.
Cahlik, T. (2000). Search for fundamental articles in economics. Scientometrics, 49(3), 389–402.
Chiu, W. T. & Ho, Y. S. (2005). Bibliometric analysis of homeopathy research during the period of 1991 to 2003. Scientometrics, 63(1), 3–23.
Connors, C., & Stalker, K. (2007). Children’s experiences of disability: Pointers to a social model of childhood disability. Disability & Society, 22(1), 19–33.
Courbois, Y., Farran, E.K., Lemahieu, A., Blades, M., Mengue-Topio, H., & Sockeel, S. (2013). Wayfinding behaviour in Down syndrome: A study with virtual environments. Research in Developmental Disabilities, 34(5), 1825–1831. doi: 10.1016/j.ridd.2013.02.023
Cunningham, P. (1997). The evaluation of European programmes and the future of scientometrics. Scientometrics, 38(1), 71–85.
Damianidou, D., Arthur-Kelly, M., Lyons, G., & Wehmeyer, M.L. (2018). Technology use to support employment-related out comes for people with intellectual and developmental disability: An updated meta-analysis. International Journal of Developmental Disabilities, 65(4), 220-230doi:10.1080/20473869.2018.1439819
De Moya, F., Chinchilla, Z., Benavent, M., Corera, E., Gonzalez, A., & Vargas, B. (2010). Indicadores bibliometricos de la actividad cientifica espanola [Bibliometric indicators of Spanish scientific activity]. Madrid, Spain: Fecyt.
Ding, Y., Chowdhury, G., & Foo, S. (2001). Bibliometric cartography of information retrieval research by using co-word analysis. Information Processing & Management, 37(6), 817–842.
Dixon, D. (2011, October 01). Schoolmatters: The future of apps in the classroom. The ASHA Leader. Retrieved from http://www.asha.org/publications/leader/2011/111011/School-Matters-The-Future-of-Apps-in-the-Classroom.html
Downs, S. J., Knowles, R., Fairclough, S. J., Heffernan, N., Whitehead, S., Halliwell, S., & Boddy, L. M. (2014). Exploring teachers’ perceptions on physical activity engagement for children and young people with intellectual disabilities. European Journal of Special Needs Education, 29(3), 402–414. doi:10.1080/08856257.2013.768453
Eckhaus, E., & Davidovitc, N. (2019). Technology-supported teaching: Technological progress or a sham? European Journal of Educational Research, 8(3), 697-702.
Feng, J. A., Lazar, J. A., Kumin, L. B., & Ozok, A.C. (2010). Computer usage by children with Down Syndrome: Challenges and future research. ACM Transactions on Accessible Computing, 2(3), 1-44. doi:10.1145/1714458.1714460
Fernandez, A. & Bueno, A. (1998). Sintesis de estudios bibliometricos espanoles en educacion. Una dimension evaluative [Synthesis of Spanish bibliometric studies in education. An evaluative dimension]. Spanish Journal of Scientific Literacy/Revista Espanola de Documentación Cientítica, 3(21), 269–285.
Friedlander, A., & Bessette, R. (2003). The implications of information technology for scientific journal publishing: a literature review. Arlington, TX: National Science Foundation.
Haag, S., Cummings, M., & McCubbrey, D. J. (2004). Management information systems for the information age (4th ed.). New York, NY: McGraw-Hill.
Hu, R., Feng, J., Lazar, J., & Kumin, L. (2013). Investigating input technologies for children and young adults with Down syndrome. Universal Access in the Information Society, 12(1), 220-230. doi: 10.1007/s10209-011-0267-3
Istenic, A., & Bagon, S. (2014). ICT supported learning for inclusion of people with special needs: review of seven educational technology journals, 1970–2011. British Journal of Educational Technology, 45(2), 202–230.
Knoke, D., & Yang, S. (2008). Social Network Analysis. Thousand Oaks, CA: SAGE.
Levine-Clark, M., & Gil, E. (2009). A comparative analysis of social sciences citation tools. Online Information Review, 33(5), 986–996. doi:10.1108/14684520911001954
Lopez, E., Vazquez, E., & Roman, P. (2015). Analysis and implications of the impact of MOOC movement in the scientific community: JCR and Scopus (2010-13). Comunicar, 22(44), 73–80. doi: 10.3916/c44-2015-08
Luque Parra, D., & Rodriguez Infante, G. (2009). Tecnologias de la Informacion y Comunicacion aplicadas al alumno con discapacidad: un acercamiento docente [Information and Communication Technologies applied to students with disabilities: a teaching approach]. Iberoamerican Journal of Education/Revista Iberoamericana de Educacion, 49(3), 1-8.
Martin, R. M., & Brossy, G. (2017). La realidad aumentada aplicada al aprendizaje en personas con Sindrome de Down: un estudio exploratorio. [Augmented reality applied to learning in people with Down syndrome: an exploratory study]. Latin Journal of Social Communication/Revista Latina de Comunicacion Social, 72, 737–750. doi: 10.4185/RLCS-2017-1189
Neff, M., & Corley, E.A. (2009). 35 years and 160,000 articles: A bibliometric exploration of the evolution of ecology. Scientometrics, 81(1), 657–682.
OCDE. (2002). Reviewing the ICT sector definition: Issues for discussion. Retrieved from http://www.oecd.org/dataoecd/3/8/20627293.pdf
Osei, A. M., Liang, Q. J., Natalia, I., & Stephen, M. A. (2016). The use of pre-reding activities in reading skills achievement in preschool education. European Journal of Educational Research, 5(1), 35-42.
Ordinola, J. K. (2012). Implementacion de un sistema multimedia educativo enfocado a incrementar habilidades numericas en ninos con Sindrome de Down del nivel primario de la Institucion Educativa Basica Especial La Victoria [Implementation of an educational multimedia system focused on increasing numerical skills in children with Down Syndrome at the primary level of the Special Basic Educational Institution La Victoria]. Chiclayo, Peru: Universidad Catolica de Santo Toribio de Mogrovejo.
Passey, D. (2013). Inclusive technology enhanced learning: overcoming cognitive, physical, emotional and geographic challenges. New York, NY: Routledge.
Pazos, M., Raposo, M., & Martinez, M. E. (2015). ICT in education of Down syndrome’s people: A bibliometric research. Virtuality, Education and Science/Virtualidad, Educacion y Ciencia, 11(6), 20–39.
Periathiruvadi, S., & Rinn, A.N. (2013). Technology in gifted education: A review of best practices and empirical research. Journal of Research on Technology in Education, 45(2), 153–169. doi:10.1080/15391523.2012.10782601
Velasco, B., Eiros, J. M., Pinilla, J. M., & San Roman, J. A. (2012). La utilizacion de indicadores bibliometricos para evaluar la actividad investigadora [The use of bibliometric indicators to evaluate research activity]. Open Classroom/Aula Abierta, 40(2), 75–84.
Viedma, M. I., Perakakis, P., MuNoz, M.A., Lopez, A. G., & Vila, J. (2011). Sketching the first 45 years of the Journal Psychophysiology (1964-2008): A Co-word based Analysis. Psychophysiology, 48(8), 1029–1036.
Wuang, Y. P., Chiang, C. S., Su, C. Y., & Wang, C.C. (2011). Effectiveness of virtual reality using Wii gaming technology in children with Down syndrome. Research in developmental disabilities, 32(1), 321–321. doi: 10.1016/j.ridd.2010.10.002