Interactive Classroom Television Systems: Educational Impact on Partially Sighted Students (Classic Reprint)

Excerpt from Interactive Classroom Television Systems: Educational Impact on Partially Sighted Students

During the first project year, students showed significant gains in visual motor integration; visual sequential memory showed no such advance. In contrast, during the second year visual motor integration -scores continued to improve but not dramatically; however, visual sequential memory evidenced significant gains. These results suggest that, as students initially learn to use the icts for academic tasks, their visual-motor coordination increases. But scanning via the x-y platform is more difficult and, as we have hypothesized, requires a longer learning period. Thus visual sequential memory scores do not manifest significant positive change until the second year, during which reading (another scan-dependent activity) advances as well. These assumptions are supported by studying intercorrelations among achievement and perceptual skill scores. While visual sequential memory is associated with mathematics achievement, it is much more closely correlated with reading achievement. Thus the conclusions drawn from evaluation of achievement and of visually - dependent percep tual skills are mutually corroborative.

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