Perspectives on Technology in Special Education

Blackhurst, A. Edward

doi:10.1177/004005999702900509

Cited by 44 publications

(31 citation statements)

References 7 publications

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“…Hence, Brown (2002) remarked that the immediate challenge facing the field of education, with respect to ensuring the appropriate use of technology with all students, is proper teacher preparation. Numerous other authors have noted that well-trained teachers will play a central role in ensuring that all students use computer technology equitably (Blackhurst, 1997;Brown, 2000;Clark & Gorski, 2001;Dickard, 2003;Geer, 2002;Gorski & Clark, 2002;Lancaster & Lancaster, 2002;McKenzie, 1998). Damarin (2000) emphasized the role teacher training will play with respect to students' use of computer technology by stating that, because teachers cannot ensure that every student will have access to the most up-to-date technology simply because advances in the development of this technology occur so rapidly, each teacher's primary task is to ensure that every student is served as well as possible by the computer technology that is available to them.…”

Section: Appropriate Use Of Computer Technology: Teacher's Rolementioning

confidence: 99%

Ensuring Equality of Educational Opportunity in the Digital Age

Morse

2004

Education and Urban Society

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As the quintessential right-to-education case, Brown v. Board of Education, Topeka, (1954) addressed equality of educational opportunity for all students regardless of race. Recently, the term digital divide has been used primarily to highlight inequities between various social groups with respect to acquiring computers and accessing the Internet. Given how use of these technologies has permeated our society, including our nation's schools, all relevant aspects of the digital divide must be addressed if the spirit of Brown is to be realized. Hence, in this article, the multidimensional meaning of the term digital divide is discussed, as are (a) the effect of this phenomenon as it relates to equality of educational opportunity for all students and (b) ways to address it.

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Section: Appropriate Use Of Computer Technology: Teacher's Rolementioning

confidence: 99%

Ensuring Equality of Educational Opportunity in the Digital Age

Morse

2004

Education and Urban Society

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“…1 All three schools are located in non-urban communities in the Northeast United States. To maximize comparisons across the schools, students in grades five through twelve participated.…”

Section: Participantsmentioning

confidence: 99%

“…Many educators and lay persons see computers as a positive addition to classrooms while others view them as unwelcome foreign invaders. The use of computers for instructional purposes grew considerably in the last decade and it appears that their use will continue to expand [1][2][3].…”

mentioning

confidence: 99%

Computer Attitudes and Opinions of Students with and without Learning Disabilities

Brown‐Chidsey

Boscardin

Sireci

2001

Journal of Educational Computing Research

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Little research exists regarding the use of computers among students with learning disabilities. This study investigated the attitudes and opinions of students with and without learning disabilities regarding the use of computers for schoolrelated work. Using a quasi-experimental design with three non-equivalent groups, within and between subjects effects were studied using a survey instrument. The students, in grades five through twelve, at three school sites, completed pre-and post-test computer use and attitude surveys at the beginning and end of the school year. One site served as the "treatment" group, while the other two were comparison groups. At the beginning of the school year a campus-wide computer network for use by all students was installed at one of the schools. The survey results indicated that students at the school with new computers did not exhibit better attitudes toward computers than the students at the other schools. Furthermore, there were no differences in computer use or attitudes across students with and without learning disabilities. There were also no differences in the factors predictive of attitudes toward computers (prior computer skills, use of games, frequency of use) across students with and without learning disabilities. The results support the notion that students with disabilities could be successfully included in computer-based instruction in general education classrooms.Computers have had a major impact on modern society. In the last two decades they have changed the conduct of business and industry around the world. Computers

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“…Dites prothèses cognitives (cognitive prothesis) (Watts, O'Brian & Wojcik, 2004) ou AT à la cognition (assistive technology for cognition) (LoPresti, Mihailidis & Kirsh, 2004) ou orthèses cognitives (cognitive orthisis, cognitive orthotic) (Bergman, 2002), les AT peuvent aider les élèves qui éprouvent des limitations de nature cognitive (troubles envahissants de développement, troubles d'apprentissage, autisme, incapacités intellectuelles, etc.) dans l'accomplissement d'une tâche avec plus d'efficacité, d'efficience et d'indépendance (Blackhurst, 1997;Cavalier, Ferretti & Okolo, 1994;Watts et al, 2004). À titre d'exemple, nous citons les assistants numériques personnels qui sont des appareils numériques portables (Personal Digital Assistant (PDA)).…”

Section: Introduction: L'ambiguïté Entourant La Définition Des Aides unclassified

Repenser la définition des aides techniques en éducation / Rethinking the definition of assistive technology in education

Chalghoumi

2012

CJLT / RCAT

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In education, an increasing number of students with disabilities make use of assistive technologies (AT). Meanwhile, a recent but growing literature studies this concept. Despite this interest both in research and practice related to these technologies, several clues point to the difficulty of distinguishing it from and the information and communication technology (ICT), particularly in education. Are AT a distinct concept or a variation of ICT? What are the consequences of such a confusion? How can we differentiate these two concepts? The purpose of this article is to provide some answers to these questions. Repenser la définition des aides techniques en éducation 2 Keywords:

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Perspectives on Technology in Special Education

Cited by 44 publications

References 7 publications

Ensuring Equality of Educational Opportunity in the Digital Age

Ensuring Equality of Educational Opportunity in the Digital Age

Computer Attitudes and Opinions of Students with and without Learning Disabilities

Repenser la définition des aides techniques en éducation / Rethinking the definition of assistive technology in education

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