Assistive Technology as Instructional Supports for Response to Intervention

2015 ◽  
pp. 53-77
Author(s):  
Mary G. Curtis
Keyword(s):  
Assistive Technology ◽  
High School Teachers ◽  
Daily Basis ◽  
Content Area ◽  
Learning Problems ◽  
Specific Content ◽  
Instructional Supports ◽  
New Concepts ◽  
Technology Changes ◽  
Unique Manner

This chapter examines current technology that may be used to enhance the learning process. Although technology changes rapidly on a near-daily basis, the hardware and software discussed here are currently available and being used to assist teachers in their presentations and to assist students in their learning. Assistive technology provides a unique manner in which to give students instructional supports in the classroom. From introducing new concepts to providing interactive repetition to alternative modes of assessment, technology has changed the modern-day classroom. Middle school and high school teachers clearly focus on their specific content area, but they may have trouble assisting students who exhibit learning problems. The technology in this chapter has been chosen specifically to satisfy that purpose.

Assistive Technology as Instructional Supports for Response to Intervention

2015 ◽  
pp. 800-824
Author(s):  
Mary G. Curtis
Keyword(s):  
Assistive Technology ◽  
High School Teachers ◽  
Daily Basis ◽  
Content Area ◽  
Learning Problems ◽  
Specific Content ◽  
Instructional Supports ◽  
New Concepts ◽  
Technology Changes ◽  
Unique Manner

This chapter examines current technology that may be used to enhance the learning process. Although technology changes rapidly on a near-daily basis, the hardware and software discussed here are currently available and being used to assist teachers in their presentations and to assist students in their learning. Assistive technology provides a unique manner in which to give students instructional supports in the classroom. From introducing new concepts to providing interactive repetition to alternative modes of assessment, technology has changed the modern-day classroom. Middle school and high school teachers clearly focus on their specific content area, but they may have trouble assisting students who exhibit learning problems. The technology in this chapter has been chosen specifically to satisfy that purpose.

scholarly journals A Correlation Analysis of English Language Proficiency and Content-Area Cognitive Skills: A Gulf Region Perspective

2007 ◽  
Vol 4 (1) ◽  
pp. 17-31
Author(s):  
Kate O’Neill ◽  
Peter Theuri
Keyword(s):  
Correlation Analysis ◽  
Language Proficiency ◽  
Cognitive Skills ◽  
English Language ◽  
English Language Proficiency ◽  
Financial Accounting ◽  
Content Area ◽  
Gulf Region ◽  
Specific Content ◽  
Academic History

Literature is replete with studies indicating the need to develop students’ language skills; however, little research has emphasized the importance of language proficiency in enhancing learning or performance in specific content-area courses. This study investigates whether a student’s English language proficiency can be associated with her performance in specific cognitive skills (knowledge, comprehension, application, and analysis) in an introductory accounting course. Data is summarized from students’ performance on their first financial accounting examination as well as from students’ academic history records as maintained by the university. A correlation analysis of the cognitive skills score with student language proficiency is used to identify initial relationships; and multiple regression analysis is subsequently used to identify interrelations between combined multiple dependent variables and the language proficiency variables. While the results show no association between TOEFL and overall performance, the mean of the English composition courses do show a significant association with knowledge and comprehension cognitive skills scores on the first financial accounting course. No associations are attached to the application and analysis cognitive skills. The results are meaningful to faculty in balancing language proficiency with quality instruction in content-area courses.

scholarly journals ОРГАНИЗАЦИОНО УЧЕЊЕ И ЗНАЊЕ: ОД ИНДИВИДУАЛНОГ ДО ИНТЕРОРГАНИЗАЦИОНОГ НИВОА

TEME ◽  
2017 ◽  
pp. 139
Author(s):  
Ана Алексић Мирић
Keyword(s):  
Organizational Learning ◽  
Daily Basis ◽  
Future Research ◽  
Economic Resource ◽  
Doing Business ◽  
New Concepts ◽  
Theory Of Organization ◽  
Organizational Science ◽  
A Company

The companies today are under constant pressure to learn continuously and to apply innovations in doing business. Technical tools and work technology are changing almost on a daily basis and unless a company adapts to these, it can easily fail to update its way of functioning and the delay can prove to be quite difficult to overcome. At the same time, the increasing role of intellectual capital as an economic resource affirms the need for a deeper understanding of the way in which intra and inter organizational learning occurs, of the mechanisms which can enhance learning and the forms it can take, as well as the ways in which it can be transferred. Organizational learning and knowledge management are relatively new concepts in the theory of organization; thus, they are areas of great debates. The aim of this paper is to provide an overview of the development of different concepts of organizational learning and knowledge respecting their complexity, to provide a summary analysis that represents the basis for the learning and knowledge in organizations and to indicate the potential ways of future research in response to the dynamics of the development of business practice and the research needs of organizational science.

scholarly journals Content-Based Recreational Book Reading and Taiwanese Adolescents’ Academic Achievement

2016 ◽  
Vol 6 (1) ◽  
pp. 207
Author(s):  
Su-Yen Chen ◽  
Hsing-Yu Chang ◽  
Shih Ruey Yang
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Social Studies ◽  
Reading Program ◽  
Content Area ◽  
Book Reading ◽  
Specific Content ◽  
Entrance Exam ◽  
Subject Areas ◽  
Science Trade Books

The linkage between reading for pleasure and language ability has been well established, but the relationship between content-based recreational reading and academic achievement in various subject areas has rarely been explored. To investigate whether reading literature, social studies, and science trade books for pleasure is related to students’ growth in achievement for the subjects of Chinese, social studies, and science, respectively, this study used data from 4,730 students at a Taiwanese girls’ high school. Based on students’ high school entrance exam test scores in three subject areas as control variables, and their college entrance exam scores as the outcomes, the findings indicated that pleasure reading in a specific content area might lead to growth in achievement for that particular content area, and in some cases, reading in other content areas might help as well. A reading program that invites students to engage in self-sponsored reading can promote disciplinary literacy and academic achievement.

What Do You Do With a Digital Pen?

2013 ◽  
pp. 544-548 ◽  
Author(s):  
Judith K. Carlson
Keyword(s):  
Assistive Technology ◽  
Students With Disabilities ◽  
Word Processing ◽  
Augmentative Communication ◽  
Content Area ◽  
Note Taking ◽  
Digital Pen ◽  
Audio Track

This chapter describes an assistive technology device called a digital pen. Digital pens allow notes written to be uploaded to a computer and translated into word processing documents. The new LiveScribe Echo™ provides this feature and also digitally records an audio track to accompany the notes. This technology can be used by students with disabilities for note taking, writing, reading, mathematics, and virtually any content area. Using the pen for augmentative communication, as well as in-class assessment is discussed. Teachers can use a recording digital pen to create a “pencast” of a lecture. The pencast could then be available for repeated viewings by students who require repetition for learning or those not available when the content was covered. The chapter concludes that the recording digital pen’s applications and usage will expand as knowledge of the device increases.

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