Technology and Literacy for Students with Disabilities

2013 ◽  
pp. 1269-1291
Author(s):  
Anya S. Evmenova ◽  
Margaret E. King-Sears
Keyword(s):  
Students With Disabilities ◽  
Technology Implementation ◽  
Teaching And Learning ◽  
Mobile Apps ◽  
School Personnel ◽  
Instructional Materials ◽  
Instructional Technologies ◽  
Students With Learning Disabilities ◽  
Implementation Guidelines ◽  
The Impact

Literacy is an important part of our culture, providing access to a wide variety of information and opportunities. A myriad of assistive and instructional technologies exist to allow and enhance literacy activities for students with different abilities and needs. This chapter presents the TECH framework that can be used to guide school personnel in making decisions of which technology to choose: Targeting the students' needs and the learning outcome; Examining the technology choices, then deciding what to use; Creating opportunities to integrate technology with other instructional activities; and Handling the implementation and monitoring the impact on students’ learning. Four scenarios for using TECH framework for literacy goals are described, including: (a) choosing and using mobile apps for literacy development of young students with developmental disabilities; (b) adapting curriculum literacy materials for students with significant intellectual disabilities; (c) enhancing writing for students with learning disabilities; and (d) providing and integrating accessible instructional materials (AIM) for students with print disabilities. This chapter provides technology implementation guidelines as well as suggestions of numerous technology tools available to support literacy teaching and learning for all students.

Technology and Literacy for Students with Disabilities

2013 ◽  
pp. 83-104 ◽  
Author(s):  
Anya S. Evmenova ◽  
Margaret E. King-Sears
Keyword(s):  
Students With Disabilities ◽  
Technology Implementation ◽  
Teaching And Learning ◽  
Mobile Apps ◽  
School Personnel ◽  
Instructional Materials ◽  
Instructional Technologies ◽  
Students With Learning Disabilities ◽  
Implementation Guidelines ◽  
The Impact

Literacy is an important part of our culture, providing access to a wide variety of information and opportunities. A myriad of assistive and instructional technologies exist to allow and enhance literacy activities for students with different abilities and needs. This chapter presents the TECH framework that can be used to guide school personnel in making decisions of which technology to choose: Targeting the students’ needs and the learning outcome; Examining the technology choices, then deciding what to use; Creating opportunities to integrate technology with other instructional activities; and Handling the implementation and monitoring the impact on students’ learning. Four scenarios for using TECH framework for literacy goals are described, including: (a) choosing and using mobile apps for literacy development of young students with developmental disabilities; (b) adapting curriculum literacy materials for students with significant intellectual disabilities; (c) enhancing writing for students with learning disabilities; and (d) providing and integrating accessible instructional materials (AIM) for students with print disabilities. This chapter provides technology implementation guidelines as well as suggestions of numerous technology tools available to support literacy teaching and learning for all students.

Promoting Instructional Technology for Effective and Efficient Academic Performance in Nigerian Schools

2018 ◽  
pp. 1110-1125
Author(s):  
Ogunlade B. Olusola
Keyword(s):  
Academic Performance ◽  
Instructional Technology ◽  
Teaching And Learning ◽  
Instructional Materials ◽  
Problem Solver ◽  
Instructional Technologies ◽  
Instructional Tools ◽  
Enhance Efficiency ◽  
Effective Organization ◽  
Definition Of

The concept of Instructional Technology (IT) has become recognized as a crucial element in the educational field. Instructional technologies are now supporting curricula that promote effectiveness and efficiency in academic performance of all levels of education in Nigerian schools. The objectives of bringing all the instructional tools together are to engage students and have the best potential that enhances learning outcomes. The concern of this chapter, therefore, is to address the agreeable definition of instructional technology, IT as educational problem solver focused on emerging technologies for teaching and learning. Areas of consideration are instructional technologies and its challenges, effective organization of instructional materials in schools, usefulness of local instructional packages, and obstacles in using instructional technology in Nigerian schools. The chapter concludes and recommends that schools should create enabling environments for the use of Instructional Technology (IT), which would enhance efficiency in teaching and learning.

Technology, Motivation and Autonomy, and Teacher Psychology in Language Learning: Exploring the Myths and Possibilities

2019 ◽  
Vol 39 ◽  
pp. 40-51 ◽  
Author(s):  
Glenn Stockwell ◽  
Hayo Reinders
Keyword(s):  
Language Learning ◽  
Technology Implementation ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Learner Motivation ◽  
Autonomous Behavior ◽  
Role Of Teachers ◽  
Impact Of Technology ◽  
The Impact

AbstractThe expectations of the impact of technology for language teaching and learning have often exceeded the actual results themselves, where emerging technologies are often believed to be more effective than existing ones simply because they are newer, with little consideration of the differences in associated pedagogies (see Bax, 2003; Levy & Stockwell, 2006). Technology is often believed to be inherently motivating for students and linked to the development of autonomy. The realities of technology and its influence on motivation are proving to be somewhat more complex than perceived for both language teachers and learners (Stockwell, 2013). Technology can provide opportunities for motivated learners but is unlikely to lead to motivation or autonomous behavior in many learners unless appropriate pedagogies are applied that capitalize on the affordances of the technologies and include sufficient training in how to use the technologies for language learning purposes (see Reinders, 2018a). At the same time, the role of teachers in the classroom and their attitudes toward their environment and the pressures that they face (Mercer & Kostoulas, 2018) can also impact technology implementation. This article brings together these three interrelated areas and explores how they link to technology: learner motivation and autonomy, teacher psychology, and pedagogical considerations.

scholarly journals The usability analysis of using augmented reality for linus students

2019 ◽  
Vol 13 (1) ◽  
pp. 58
Author(s):  
Kamariah Awang ◽  
Syadiah Nor Wan Shamsuddin ◽  
Ismahafezi Ismail ◽  
Norkhairani Abdul Rawi ◽  
Maizan Mat Amin
Keyword(s):  
Augmented Reality ◽  
Students With Disabilities ◽  
Mobile Technology ◽  
Mobile Application ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Ease Of Use ◽  
Education Development ◽  
Usability Test ◽  
The Impact

<p>Mobile technology with Augmented Reality has become popular worldwide with a broad range of users, including students from all levels of education and the impact of mobile technology in classrooms has been extensively studied. This technology can be the source of motivation for LINUS students especially students with disabilities. The word usability also refers to the methods to improve the ease of use during a design process. Among the difficulties in teaching a LINUS student is the lack of visual media for understanding the subject especially in basic mathematics such as evaluating a number and calculating the number. The objective of the study was to evaluate the usability of using Augmented Reality in a mobile application among LINUS students in primary schools. This study used survey data gathered from 32 LINUS students of 3 different primary schools in Marang and Kuala Terengganu Districts. The questionnaire collected data on five construct of usability test to the LINUS students. The students used the mobile application while being guide by their teacher. They navigated all the buttons provided and answered the quiz too. The criteria of usability test consist of five constructs. The students showed a significant interest in learning numbers by actively participating in the LINUS sessions. The usability level was measured based on the five constructs. In summary, the augmented reality mobile application has a great potential to be used in teaching and learning, as in the Malaysia Education Development Plan 2013-2025 especially on the LINUS students.<em></em></p>

Promoting Instructional Technology for Effective and Efficient Academic Performance in Nigerian Schools

2014 ◽  
pp. 48-62
Author(s):  
Ogunlade B. Olusola
Keyword(s):  
Academic Performance ◽  
Instructional Technology ◽  
Teaching And Learning ◽  
Instructional Materials ◽  
Problem Solver ◽  
Instructional Technologies ◽  
Instructional Tools ◽  
Enhance Efficiency ◽  
Effective Organization ◽  
Definition Of

The concept of Instructional Technology (IT) has become recognized as a crucial element in the educational field. Instructional technologies are now supporting curricula that promote effectiveness and efficiency in academic performance of all levels of education in Nigerian schools. The objectives of bringing all the instructional tools together are to engage students and have the best potential that enhances learning outcomes. The concern of this chapter, therefore, is to address the agreeable definition of instructional technology, IT as educational problem solver focused on emerging technologies for teaching and learning. Areas of consideration are instructional technologies and its challenges, effective organization of instructional materials in schools, usefulness of local instructional packages, and obstacles in using instructional technology in Nigerian schools. The chapter concludes and recommends that schools should create enabling environments for the use of Instructional Technology (IT), which would enhance efficiency in teaching and learning.

Communication Technology Integration in the Content Areas for Students with High-Incidence Disabilities

2012 ◽  
pp. 168-195
Author(s):  
Anna S. Evmenova ◽  
Michael M. Behrmann
Keyword(s):  
Learning Disabilities ◽  
Behavioral Disorders ◽  
Technology Implementation ◽  
Emotional Behavioral Disorders ◽  
Instructional Technologies ◽  
Students With Learning Disabilities ◽  
School Settings ◽  
High Incidence ◽  
High Incidence Disabilities

A myriad of assistive/instructional technologies are available for students with high-incidence disabilities (Learning Disabilities/Emotional/Behavioral Disorders), but which do teachers actually use to teach content? This case study examines the current assistive technology implementation by teachers working with students with learning disabilities and emotional/behavioral disorders. Through the chapter, one can learn about top technologies used in elementary, middle, and high school settings in language arts, math, science, and social studies, as well as discover creative and innovative ways to use assistive and instructional devices/programs in content coursework.

Communication Technology Integration in the Content Areas for Students with High-Incidence Disabilities

2013 ◽  
pp. 26-53
Author(s):  
Anna S. Evmenova ◽  
Michael M. Behrmann
Keyword(s):  
Learning Disabilities ◽  
Behavioral Disorders ◽  
Technology Implementation ◽  
Emotional Behavioral Disorders ◽  
Instructional Technologies ◽  
Students With Learning Disabilities ◽  
School Settings ◽  
High Incidence ◽  
High Incidence Disabilities

A myriad of assistive/instructional technologies are available for students with high-incidence disabilities (Learning Disabilities/Emotional/Behavioral Disorders), but which do teachers actually use to teach content? This case study examines the current assistive technology implementation by teachers working with students with learning disabilities and emotional/behavioral disorders. Through the chapter, one can learn about top technologies used in elementary, middle, and high school settings in language arts, math, science, and social studies, as well as discover creative and innovative ways to use assistive and instructional devices/programs in content coursework.

Adding It Up

2018 ◽  
Vol 33 (3) ◽  
pp. 194-206 ◽  
Author(s):  
Emily C. Bouck ◽  
Jordan Shurr ◽  
Laura Bassette ◽  
Jiyoon Park ◽  
Abbie Whorley
Keyword(s):  
Students With Disabilities ◽  
Secondary Students ◽  
Teaching And Learning ◽  
Task Completion ◽  
Mild Intellectual Disability ◽  
School Students ◽  
Concrete Manipulatives ◽  
Age Appropriate ◽  
The Impact ◽  
Alternating Treatment Design

Manipulatives are a common tool in mathematics teaching and learning, including for students with disabilities. The most common manipulatives are concrete manipulatives, yet app-based manipulatives are a viable age-appropriate option for secondary students with disabilities. Through an adapted alternating treatment design with three middle school students—two with mild intellectual disability and one with a learning disability, researchers explored the impact of virtual and concrete manipulatives on students’ accuracy, independence, and task completion time for solving addition of fractions with unlike denominators. Students were equally successful in terms of accuracy and differences with independence were minimal. When comparing the two manipulative types, the results were idiosyncratic; two students were more independent with the concrete manipulative and one with the app-based manipulative. Implications for research regarding mathematics instruction and use of concrete and app-based manipulatives are discussed.

scholarly journals The Impact of a Technology-Rich Environment

2021 ◽  
pp. 135-139
Author(s):  
Dania B. Meghabghab ◽  
Catherine Price
Keyword(s):  
Technology Implementation ◽  
Teaching And Learning ◽  
Information Access ◽  
State Funding ◽  
Technology Initiative ◽  
Use Of Technology ◽  
Key Issues ◽  
Impact Of Technology ◽  
K 12 ◽  
The Impact

The lottery funding for technology in the state of Georgia has reshaped the directions of K-12 schools and redefined education at all levels. The use of technology has improved information access and provided new means for information retrieval.The impact of technology integration on teaching and learning is evident in many of Georgia’s schools. The discrepancies in the allocation of state funding across school levels and among regions, however, have widened the gap between the “information rich” and the “information poor.” This paper describes the impact of Georgia’s Technology Initiative on information access, teaching, and learning. It will address key issues for creating a technology-rich environment and provides recommendations for technology implementation.

scholarly journals Disguised Blessings amid Covid‑19: Opportunities and Challenges for South African University Students with Learning Disabilities

2021 ◽  
Vol 9 (1) ◽  
pp. 107-118
Author(s):  
Ndakaitei Manase
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
University Students ◽  
Students With Disabilities ◽  
Teaching And Learning ◽  
Mental Health Problems ◽  
Students With Learning Disabilities ◽  
Online Systems ◽  
Challenges And Opportunities ◽  
Remote Learning

The Covid‑19 pandemic has led to changes from traditional face-to-face teaching and learning to online systems. These changes have resulted in a concerted focus by local and international scholars on how some students are disadvantaged from accessing pedagogy due to a lack of resources and supportive living conditions that enable meaningful off‑campus learning. Simultaneously, disabilities in higher education is getting international attention, too, highlighting how students with disabilities are vulnerable to further exclusions and mental health problems. This article focuses on the pedagogical arrangements during the Covid‑19 pandemic and the challenges and opportunities associated with online and remote learning for university students with learning disabilities. The article draws on the narratives of fifteen students with learning disabilities from a university in South Africa. An analysis of students’ narratives within the Capability Approach’s concept of conversion factors revealed how circumstances could enable or constrain students’ abilities to achieve what they value in higher education. Students’ narratives show that they engage better with online and remote learning despite some notable challenges. In conclusion, the pedagogical arrangements aimed at alleviating the disruptions caused by the Covid‑19 pandemic can address the unmet educational needs of students with learning disabilities even though they have to overcome specific barriers.

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