Improving Homebound Student Education Through Technology
Pam Mahalec
When I joined the Homebound team and began working with the students, I realized that there was a large gap between the education that the classroom student received and the worksheets and busy work that were provided for the homebound student. I had eight students: three females, five males. Two of the females were Caucasian and one female was African-American. Of the five males, one was Caucasian, three were African-American and one was Hispanic. I gathered data on their grades and performance on the TAKS test. My question was this: How can I, as a homebound instructor, utilize technology on the web and local resources to better deliver curriculum to my special needs homebound students?
The purpose of this research project is to discover sources of current technology, free or now available in the district, and use them to interact with homebound students. I expect that students and teachers (facilitator and teacher of record) will benefit from the virtual instruction. The student and the homebound teacher often struggle with grasping the information if the facilitator is not certified in that area. The student will be better served by viewing a proficient instructor in the particular topic. Both teachers will feel better about the quality of the instruction. Both student and facilitator will be less frustrated and gain more knowledge of the topic. Student grades and TAKS Released Test (TRT) scores should improve.
According to Pitler, Hubbell, Kuhn, and Malenoski (2007) “Technology allows teachers to differentiate instruction more efficiently by providing a wider variety of avenues for learning that reach students of divergent readiness levels, interests, and learning styles.”
The vision for the Action Research was communicated to the teachers, parents, community members and students through a letter and a request to complete the survey, either online or on paper.
The organization of the project was accomplished through the use of various technology resources as well as personal interaction with staff, parents and students. Survey Monkey was used to complete the pre-and post- study surveys. Technology resources such as email, Google Docs, Google Calendar as well as Microsoft Excel were used to manage and track resources, scores, and data. Presenting the vision to the parties involved prior to the study was extremely helpful in engaging interest and ensuring compliance with requests. Students’ responses indicated that they felt they would be more successful with technology assistance. Safety issues were minimal since student education was being facilitated within their homes.
In order for the study to be successful, it was necessary to bring certain teachers on-board. A group meeting, describing the student’s disabilities and useful technology, was necessary at one point. Communication was vital to keeping staff members on track. At times email was not enough and face-to-face visits were necessary.
The Homebound program is divided between General Education and Special Education students. Students come from various schools within the district. When a student is unable to attend school, appropriate meetings or ARDs are held to place the student in the Homebound Program. Although General Education students are tutored by Highly Qualified Teachers in the appropriate subject area, Special Education students are facilitated by Special Education teachers who may need assistance from the classroom teacher. This study involved both General Education and Special Education students. Regardless of status, all students should benefit from the hybrid program of one-on-one instruction and technology resources that enable them to be successful and to feel a part of the class until their return to school.
Reference:
Pitler, H, Hubbell, E, Kuhn, M, & Malenoski, K(2007). Using technology with classroom instruction that works. (p. 3). Alexandria, VA: ASCD.
