scholarly journals The use of technology in the classroom to assist students with learning disabilities

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Erin Krysko
Keyword(s):  
Assistive Technology ◽  
Inclusive Education ◽  
Statistical Data ◽  
Digital Technologies ◽  
Classroom Community ◽  
Students With Learning Disabilities ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Word Clouds ◽  
School Classroom

The purpose of my investigation was to look into the ways digital technologies can be used in the classroom. My study was focused on the question “how can assistive technology be used in the elementary school classroom to foster inclusive education?”.  The research was conducted through the use of personal interviews, surveys, and statistical data. Results were organized using word clouds, participant quotes and graphs. My research concluded that there are many types of assistive technology that are being used in the classroom. While teachers are not always using this technology consistently, the overall perceptions of my participants were that the advantages outweigh the disadvantages. These results show how essential assistive technology is for not only individual students, but a boost the morale of the entire classroom community.

scholarly journals Using assistive technology in the classroom

2016 ◽  
pp. 8-11
Author(s):  
Paul Chin
Keyword(s):  
Higher Education ◽  
Assistive Technology ◽  
Assistive Technologies ◽  
Specific Role ◽  
Technology In The Classroom ◽  
Inclusive Practice ◽  
Use Of Technology ◽  
Potential Benefits ◽  
Inclusive Teaching

The use of technology is now ubiquitous in Higher Education but its use or application to promote student inclusivity is not always well recognised. The use of existing software or hardware with a little more thought can often bring serendipitous benefits for a range of students. The JISC funded service, TechDis (www.techdis.ac.uk) offer periodic funding under its HEAT (Higher Education Assistive Technologies) scheme to promote the use of technology for inclusive teaching. TechDis says that ‘The aim of this scheme is to provide staff working in HE... with technology ... with which to develop or uncover an aspect of good inclusive practice. This may be specific to the teaching of a particular discipline, supporting a specific role area, or may have more generic applicability across the sector’. This article will discuss how TechDis funding was used with students to assess its potential benefits for inclusive teaching.

scholarly journals THE NOTIONS OF ENGLISH LANGUAGE AND RESEARCH INSTRUCTORS ON THE IMPACT OF DIGITAL TECHNOLOGIES ON THE RESEARCH WRITING PROCESS OF THEIR COLLEGE STUDENTS

2016 ◽  
Vol 5 (1) ◽  
pp. 89
Author(s):  
Yvonne P. Velasco ◽  
Mary Ann V. Dolor
Keyword(s):  
Teacher Perceptions ◽  
Technology Use ◽  
English Language ◽  
Digital Technologies ◽  
Research Writing ◽  
Technology In The Classroom ◽  
Pedagogical Strategies ◽  
Use Of Technology ◽  
The Impact ◽  
Ict Policy

This is a descriptive study investigating teachers’ view on the impact of digital technologies on the research writing of their students. Using Mishra and Koehler’s (2006) TPCK model as framework, a probe was made on how technology and content are related and how pedagogical strategies in research relates to the use of technology in the classroom. The results reveal that teachers generally viewed the impact of digital technologies as positive but also showed misgivings on some aspects of technology use. The results have significant impact on the ICT policy currently being implemented in most state-run schools in the Philippines.Keywords: digital technologies, teacher perceptions, college research, ICT policy

Digital Course Redesign to Increase Student Engagement and Success

2019 ◽  
pp. 67-87
Author(s):  
Errick D. Farmer ◽  
Sundra D. Kincey ◽  
Cheree Y. Wiltsher ◽  
Doreen C. Kobelo
Keyword(s):  
Student Engagement ◽  
Digital Technologies ◽  
Traditional Teaching ◽  
Technology In The Classroom ◽  
College Professors ◽  
Course Redesign ◽  
Use Of Technology ◽  
Traditional Teaching Methods ◽  
Course Material

Quite often the question for many college professors is “How do you capture the attention of today's student and keep them engaged?” Traditional teaching methods remain important and should not be abandoned. However, with the ever-expanding use of technology in the classroom, faculty members must consider course redesign to increase students' investment in and connection with course material. This chapter will discuss the role of faculty in developing strategies and techniques used to redesign courses and how the use of digital technologies can positively influence student engagement and success.

Using digital technologies in inclusive education

2021 ◽  
pp. 133-142
Author(s):  
Elena P. Troshina ◽  
Ekaterina A. Baraboshkina ◽  
Valentina V. Mantulenko
Keyword(s):  
Inclusive Education ◽  
Digital Technologies

scholarly journals Digitalization and Inclusive Education: Common Ground

2020 ◽  
Vol 29 (2) ◽  
pp. 141-150 ◽  
Author(s):  
D. Z. Akhmetova ◽  
T. S. Artyukhina ◽  
M. R. Bikbayeva ◽  
I. A. Sakhnova ◽  
M. A. Suchkov ◽  
...  
Keyword(s):  
Inclusive Education ◽  
Common Ground ◽  
Digital Technologies ◽  
People With Disabilities ◽  
Modern World ◽  
Young Generation ◽  
Political Processes ◽  
Routine Work ◽  
Inclusive Approach ◽  
Main Thing

The article addresses the issues related to digitalization in education and in this context – using of its achievements in the inclusive education.The authors analyze the implementation of digital technologies in the educational system, the benefits and risks of digitalization. The most important advantage of digitalization is its applicability in the system of inclusive education. The common ground between the inclusive approach and the use of digital technologies in the education of people with disabilities is studied. Digitalization in the modern world also influences on the civic engagement. In addition, digital citizenship makes it possible to develop professional competencies, ethical standards of culture among the young generation, in particular, among people with disabilities.In this article, the authors study the development of psychological, pedagogical, and communicative competencies of pedagogues required in inclusive education. The approaches to the organization of advanced training for teachers in professional educational institutions are shown.Digital educational technologies have undoubted benefits. If these technologies are used correctly in educational activities, they can help pedagogues to exempt from routine work, and to facilitate the fulfillment of educational tasks for children with disabilities. In order to do this, the entire process of digitalization and the use of artificial intelligence must be mastered. The main thing is to remember that “person” should be in the center of attention during the process of digitalization of socio-political processes.

scholarly journals Changing teachers’ practice in the Creative Arts classroom: The case for educational technologies

2017 ◽  
Vol 13 (1) ◽  
Author(s):  
Alethea C. De Villiers ◽  
Maxwell M. Sauls
Keyword(s):  
Educational Technology ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Intermediate Phase ◽  
Phenomenological Approach ◽  
Creative Arts ◽  
Technology In The Classroom ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Conversational Interviews

The study described in this essay explores the use of educational technology as a resource in the Creative Arts classroom. Many teachers are not qualified to teach Creative Arts. They then tend to rely on curriculum documents and textbooks to help guide their planning, teaching and assessment. Most of the teachers who participated in this case study were not specialists in any of the arts, and in the education district where this study took place, there was a lack of ongoing professional development for the Creative Arts. To enable the teachers from Grades R to 7 to mediate more meaningful classroom teaching and learning in the Creative Arts, the researchers introduced the teachers to technology as a means to facilitate learning and teaching.This study follows a phenomenological approach to explore the use of educational technology in the teaching of dance, drama and music, which are three of the art forms in the Creative Arts. The researchers describe the teachers’ perceptions and attitudes towards using technology in the classroom. Eight teachers participated in the study (seven female and one male), ranging in age from 22 to 41 years. There were three teachers from the Foundation Phase, three teachers from the Intermediate Phase and two teachers from the Senior Phase. Data were collected from (1) unstructured open-ended conversational interviews, (2) observations of the participants during contact time with learners and (3) audio-visual recordings of the teachers in the classroom.Findings from the study showed that after the 10-month intervention of using educational technology in the classroom, there was divergence in the teachers’ use of technology. The findings also suggest that classroom practice in dance, drama and music improved.

scholarly journals THE IMPORTANCE OF EDUCATIONAL TECHNOLOGY IN TEACHING

2015 ◽  
Vol 3 (1) ◽  
pp. 111-114
Author(s):  
Lazar Stošić
Keyword(s):  
Educational Technology ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Technology In Education ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teachers And Students ◽  
Information And Communication

Today, more than ever, the role of educational technology in teaching is of great importance because of the use of information and communication technologies. With the help of various applications for distance education, the Internet, teachers, and students themselves, they see the advantage of educational technology. The question is whether schools and teachers themselves are ready for the use of technology in education and whether they are aware of its benefits? In this paper, we try to give an overview of the importance and use of educational technology in the classroom.

scholarly journals Native or Novice?

2016 ◽  
pp. 1-20
Author(s):  
Donna M. Velliaris ◽  
Paul Breen
Keyword(s):  
Exploratory Study ◽  
Ethnically Diverse ◽  
Digital Technologies ◽  
Digital Natives ◽  
Small Scale ◽  
First Year ◽  
Lifelong Learners ◽  
Use Of Technology ◽  
Return Home ◽  
Information Landscape

Access to and use of technology by students deemed to be ‘Digital Natives' studying in the Higher Education (HE) sector has been an area of much interest, speculation and publication. This chapter reports on a small-scale exploratory study that aimed to uncover the digital technology access and practices in both everyday life and academic study of ‘new' international first-year ‘pathway' students at the Eynesbury Institute of Business and Technology (EIBT). The purpose of this study was to contribute to the debate on digital natives by providing a ‘piece of evidence' on the access to and use of digital technologies by a group of pre-university pathway students. This exploratory study stemmed from the realisation that EIBT lecturers could better meet the needs of the current generation and cohort of 20+ ethnically diverse students, and help them acculturate and transition as lifelong learners who are able to adapt to an evolving information landscape in Australian HE and upon their return home.

scholarly journals Learning to Unlearn, and then Relearn: Thinking about Teacher Education within the COVID-19 Pandemic Crisis

2021 ◽  
Vol 21 (2) ◽  
pp. 521-546
Author(s):  
Alessandra Coutinho Fernandes ◽  
Sandra Regina Buttros Gattolin
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Digital Technologies ◽  
Educational Institutions ◽  
Technology In Education ◽  
Traditional Teaching ◽  
Personal Lives ◽  
Deep Process ◽  
Use Of Technology

ABSTRACT For decades now, in the context of teacher education, we have been discussing the importance of paying attention to the fast and profound changes both in society and in people’s personal lives, as a consequence of the widespread use of new digital technologies. Yet, not much has changed in schools, where traditional teaching still rules. Students continue to be more knowledge consumers than active knowledge producers; besides, the use of technology for educational purposes remains as either a threat or an unattainable goal. However, the COVID-19 pandemic has compelled educational institutions to rethink the role of technology in education. In this article, we comment on the crisis that has struck higher education and how it has set our institutions and ourselves, as professors and teacher educators, into a deep process of rethinking our past practices and reimagining our future.

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