A Historical Review of Technology Research in Special Education

Woodward, John; Rieth, Herbert J.

doi:10.2307/1170519

Cited by 21 publications

(22 citation statements)

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“…Correlations between student characteristics and achievement do not imply causality, of course, and the data (even within a single study) can be contradictory. Many of the research studies reporting learning gains as a consequence of using technology rely on a highly impoverished pedagogical model that does not integrate computer-based tasks with other learning (e.g., Woodward and Rieth, 1997); others fail to measure the degree of technology-based activity undertaken by their subjects; most ignore the potentially confounding factor of learners' use of technology at home, and many inaccurately assume a direct relationship between levels of technology integration into learning activities and performance in attainment measures (McFarlane et al, in press). …”

Section: Mathematics Achievementmentioning

confidence: 99%

Equity Issues Affecting Mathematics Learning Using Ict

Hennessy

Dunham

2002

Research in Mathematics Education

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Our concern is the inequities that arise from dzferential access and use of educational technology in mathematics for groups characterised by gender, ethnicity, income level and ability. As access to information and communications technology (KT) increases both in homes and schools, our paper asks whether previous inequities are being ironed out or exacerbated. Equity is consideredj-om the three perspectives proposed by Fennema (1990) , namely in terms o$ (a) opportunities to learn (physical access); (b) educational treatment (how technology is used, by whom), and the social and psychological factors influencing its use; (c) educational outcomes (impacts on achievement, attitudes and motivation). Suggested policies and pedagogies for removing the boundaries between technology 'haves'and 'have-nots ' are presented.

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Section: Mathematics Achievementmentioning

confidence: 99%

Equity Issues Affecting Mathematics Learning Using Ict

Hennessy

Dunham

2002

Research in Mathematics Education

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“…These uses include face-to-face and written communication, education, employment, environmental control, and recreation. (For reviews see Hegarty, 1991;Hegarty and Whittaker, 1993;Woodward and Rieth, 1997;Nisbet and Poon, 1998). A distinction is made here between the information and communications technologies that are used by staff within the organisation to assist their work (for example, office word processing and databases, email and Intranets), and the use of ICT with clients (service-users) by staff for educational and therapeutic purposes.…”

Section: Introductionmentioning

confidence: 99%

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confidence: 99%

ICT for adults with learning disabilities: an organisation‐wide audit

Aspinall

Hegarty

2001

Brit J Educational Tech

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Microcomputers have recognised value for people with learning disability (mental retardation) and their use has been a feature of many service settings since the 1980s. Recent technological advances, such as the modern and powerful personal computers with multimedia capability and the Internet, have, however, not yet been widely adopted in day and residential services. The implications of these developments for service planning and management are not fully understood. A survey of microcomputer use for adults with learning disability within The Home Farm Trust, a UK national organisation for people with learning disability was carried out in the light of a planned organisationwide initiative to introduce modern information and communications technology (ICT) to service users. Results show that there had been a limited provision of computers within the organisation and that staffing and support for the introduction of new ICT were not fully in place. The findings are discussed in the light of research on the organisational requirements for effective ICT use. These requirements were built into the planning of a major initiative to equip the organisation with new ICT for its service users. Future research should lead to simple audit procedures to aid organisations develop effective ICT use. IntroductionInformation and communications technology (ICT) has a recognised and important range of uses within services for children and adults who, because of physical, sensory or intellectual disabilities, have special educational or support needs. These uses include face-to-face and written communication, education, employment, environmental control, and recreation. (For reviews see Hegarty, 1991;Hegarty and Whittaker, 1993;Woodward and Rieth, 1997; Nisbet and Poon, 1998). A distinction is made here between the information and communications technologies that are used by staff within the

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“…In fact, for many severely disabled people, IT provides access to their environment and opportunities for personal development which are otherwise denied them. For comprehensive recent sources, see the review of special access technology by Nisbet and Poon (1998) and the literature review of Woodward and Rieth (1997).…”

Section: Introductionmentioning

confidence: 99%

Staff development in information technology for special needs: a new, distance‐learning course at Keele University

Hegarty

Bostock

Collins

2000

Brit J Educational Tech

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Whilst information technology has much to offer people with special needs, the availability of staff training in the use of special-needs IT in the UK and Europe is sparse. Keele University, with over a decade of experience in research and in supporting and training staff in the use of information technology, has launched a new, distance-learning course. This article describes the course background, its structure, and feedback from the first cohort of students. Results suggest that the course strikes an effective balance between the need of distance-learning students for face-to-face contact with peers and tutors, and the difficulties faced by students wishing to attend training whilst in fulltime employment who are geographically distant. The course structure appears appropriate for a wide range of special-needs settings and the curriculum seems to have an appropriate mix of background theory and practical application. Difficulties faced with computer conferencing became apparent, which need to be addressed in future. The course could be a model for further staff development opportunities in IT for special-needs professionals. IntroductionInformation technology (IT) has a recognized and important range of uses within services for children and adults who, because of physical, sensory or intellectual disabilities, have special-educational or support needs (Vincent, 1989;Hegarty, 1991). These uses include face-to-face and written communication, education, employment, environmental control, and recreation. In fact, for many severely disabled people, IT provides access to their environment and opportunities for personal development which are otherwise denied them. For comprehensive recent sources, see the review of

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A Historical Review of Technology Research in Special Education

Cited by 21 publications

References 0 publications

Equity Issues Affecting Mathematics Learning Using Ict

Equity Issues Affecting Mathematics Learning Using Ict

ICT for adults with learning disabilities: an organisation‐wide audit

Staff development in information technology for special needs: a new, distance‐learning course at Keele University

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