This paper describes the use of "computer-supported studying" as an approach to helping students with disabilities develop and apply skills needed for successful transition from secondary to postsecondary education. The paper provides vignettes of three students with learning disabilities who participated in one of three federally funded projects designed to research the impact of computer-supported studying on student retention and academic achievement. Each vignette describes the way in which technology was used to minimize the negative impact of the student's disabilities and build upon the student's learning strengths. Results revealed that students who successfully adopted a computer-supported approach to studying also successfully adapted to the instructional demands of postsecondary education. Results are interpreted in terms of the literature on cognitive strategy instruction as well as the literature on social constructivism.
This chapter examines research that characterizes the complexity of teaching and integrating visual arts in K-12 education. Issues include teachers’ previous experience and backgrounds in art, their differing development of pedagogical and art content knowledge, and the existence of a variety of philosophical orientations for teaching art. The authors then describe how the complexity of visual arts education requires complex solutions for integrating technology and describe one art teacher educator’s first explorations into creating online solutions with Web 2.0 technology and her plans for further development. Finally, the authors describe a model of visual arts and technology integration that begins with a problem of practice and develops complex solutions through technology integration.
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