2010
DOI: 10.1177/016264341002500202
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Assistive and Educational Technology Standards and Teacher Competencies in Relation to Evidence-Based Practice: Identification and Classification of the Literature

Abstract: The federal No Child Left Behind Act mandates the application of the principles of evidence-based practice (EBP) in U.S. education. The purpose of this study was to identify available assistive technology (AT) and educational technology (ET) literature that relates to standards and teacher competencies, and to categorize that literature in relation to Sweeney's (1999) definition of standards and Davies' (1999) EBP hierarchy. Literature was identified through subject index searching, browsing, footnote chasing,… Show more

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Cited by 10 publications
(3 citation statements)
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“…Given the prevalence of students with LD who could benefit from AT, the stipulations of the law regarding AT (IDEA, 2004) and the importance of AT in the integration of students into general education and society (Dalton & Roush, 2010;Okolo & Diedrich, 2014), there is a critical need for teachers to acquire professional knowledge of AT in order to support students with LD (Edyburn, 2013). As discussed above, teacher knowledge is directly linked to student use of AT (Judge & Simms, 2009), and the use of AT improves student learning outcomes (Hutchison, Beschorner, & Schmidt-Crawford, 2012).…”
Section: Statement Of the Problem And Purpose Of The Studymentioning
confidence: 99%
“…Given the prevalence of students with LD who could benefit from AT, the stipulations of the law regarding AT (IDEA, 2004) and the importance of AT in the integration of students into general education and society (Dalton & Roush, 2010;Okolo & Diedrich, 2014), there is a critical need for teachers to acquire professional knowledge of AT in order to support students with LD (Edyburn, 2013). As discussed above, teacher knowledge is directly linked to student use of AT (Judge & Simms, 2009), and the use of AT improves student learning outcomes (Hutchison, Beschorner, & Schmidt-Crawford, 2012).…”
Section: Statement Of the Problem And Purpose Of The Studymentioning
confidence: 99%
“…The study by Alper and Raharinirina (2006) had the strongest direct citation network over the 25-year journey of JOSET. The direct citation network in purple indicates that two early papers (Jeffs & Morrison, 2005; Michaels & McDermott, 2003) followed by two papers in 2006 (Alper & Raharinirina, 2006; Twyman & Tindal, 2006) were directly cited by various studies (e.g., Atanga et al, 2020; Bouck & Long, 2021; Bruce et al, 2013; Dalton & Roush, 2010; Etscheidt, 2016; Okolo & Bouck, 2007; Okolo & Diedrich, 2014; Silió & Barbetta, 2010). As shown by the red colour of the citation network, Parette and Wojcik’s (2004) work was directly cited by Sánchez and Llera (2007).…”
Section: Data Analysis Results and Interpretationmentioning
confidence: 99%
“…There has been a rapid increase in available technologies with which to support students in the classroom (Bryant, Bryant, Shih & Seok, ; Dalton & Roush, ). Aides and teachers were found to have only a basic knowledge of the assistive technology the students used, so were unable to assist when there were problems.…”
Section: Discussionmentioning
confidence: 99%