Use of Computer-Assisted Note-Taking for an Elementary School Pupil With a Hearing Impairment: Case Study of Interactions and Waiting Time in the Displayed Text

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  • NOMI Yukiko
    Graduate School of Comprehensive Human Sciences, University of Tsukuba
  • YOKKAICHI Akira
    Graduate School of Comprehensive Human Sciences, University of Tsukuba

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Other Title
  • 授業場面でのパソコン要約筆記における話者交替時間とやりとり内容の分析
  • 授業場面でのパソコン要約筆記における話者交替時間とやりとり内容の分析 : 通常学級で学ぶ聴覚障害児への支援事例から
  • ジュギョウ バメン デ ノ パソコン ヨウヤク ヒッキ ニ オケル ワシャ コウタイ ジカン ト ヤリトリ ナイヨウ ノ ブンセキ : ツウジョウ ガッキュウ デ マナブ チョウカク ショウガイジ エ ノ シエン ジレイ カラ
  • ―通常学級で学ぶ聴覚障害児への支援事例から―

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Abstract

Interaction between the teacher and the pupils in an elementary school class is essential for pupils' deeper consideration and understanding. To realize active interactions in a class, it is important that the teacher elaborate any questions and explanations, and allow adequate time after those remarks for the pupils to have an opportunity to think. Pupils with hearing impairments in regular classes who have the support of computer-assisted note-taking (CAN) learn via the text displayed on the computer display for their note-taker. Because the rate at which CAN displays text is slower than the rate of vocal speaking, sentences on the computer display tend to be delayed compared to the oral speech. Furthermore, the content is often summarized. The present study analyzed the classroom interactions with voiced remarks and text displayed with CAN in a classroom that included 1 pupil with a hearing impairment. The results revealed some differences between voiced and typed remarks on the display, such as repetitive remarks by the teacher and some remarks of other pupils sometimes being deleted or summarized. Pauses between the teacher's and the pupils' utterances were unstable in the text, and became longer or shorter than in the actual voiced interactions. This kind of distorted interaction in displayed text did not reflect the intention of the teacher, who wanted to give the pupil with a hearing impairment enough time to have the opportunity to think deeply. When he had an opportunity to express his opinion, he could participate in the class smoothly with CAN.

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