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FRIT 8530: Applications of Instructional Technology Dr.

Clark Fall 2012 Annotated Bibliography Article Reviews Amanda Porter

Lee, H., & Templeton, R. (2008). Ensuring Equal Access to Technology: Providing Assistive Technology for Students With Disabilities. Theory Into Practice, 47(3), 212-219. doi:10.1080/00405840802153874 Theory-Into-Practice This article explores different delivery models that integrate Assistive Technology for special needs students in the classroom. Lee and Templeton explain the benefits, compare devices to disabilities, and mainstream current issues about integrating Assistive Technology into special education. I enjoyed reading this article because it touched based on every aspect of what assistive technology is, how it came about, and where it is going in the education and technology world. The authors spoke about the delivery model SETT (Student, Environment, Task, and tool) which helps the IEP team (Individual Educational Plan) evaluate the key components in choosing appropriate assistive technology device for the appropriate needs of the student. Trust, T. (2012). Professional Learning Networks Designed for Teacher Learning. Journal Of Digital Learning In Teacher Education, 28(4), 133-138 Professional Practice Trust introduces and explains what a PLN (Professional Learning Network) is and how to implement it into classroom instruction. The author explains the benefits of teachers who explore and participate in social media

connections. Teachers who do so model life-long learning, willingness to learning new technologies, and the drive to seek information. Teachers who practice these concepts can teacher students how to seek information with appropriate 21st century information-seeking skills. Trust goes in-depth about three popular PLN sites to start with: Classroom 2.0, Edumodo, and The Educators PLN. I found the article helpful towards teachers learning yet not as strong in implementing it into instruction. It had many picture demonstrations of the websites and how they can be used in professional development but not instructional wise. I would have like to see some short examples of how to implement PLNs into instruction and how to motivate our students to explore PLNs and new social media websites that may be new and trending. Mavrou, K. (2011). Assistive technology as an emerging policy and practice: Processes, challenges and future directions. Technology & Disability, 23(1), 4152. doi:10.3233/TAD-2011-0311 Research This case study explores Cyprus Education System and how they effectively go about assigning, implementing, assessing, and monitoring assistive technology use with their special needs students. Four students were monitored with what technologies they were assigned, for how long, for what needs, and how their teachers used the devices for the students. Findings showed that in the later years of the assistive technology

implementation, many of the Educational Professionals did not maintain the usage of the technology appropriately because of the following factors: lack of training, lack of knowledge on how to over come technical problem solving skills, funding, and instructional pedagogies. I enjoyed reading this article because I believe this reflects a flaw in the educational system with professional development for our teachers in using assistive technology. If they are not equipped with how to use and maintain the devices, then they fall short of helping their special needs students be successful. Whitby, P. S., Leininger, M. L., & Grillo, K. (2012). Tips for Using Interactive Whiteboards to Increase Participation of Students With Disabilities. Teaching Exceptional Children, 44(6), 50-57. Professional Practice The authors give research information about how implementing IWBs (Interactive Whiteboards) into instruction with special needs students can benefit them. They say that IWBs are versatile, efficient, interactive, and collaborative which all play an important role into increasing students motivation and enjoyment in learning. They do raise a concern about teachers being afraid of technology; however, with the appropriate training and practice, teachers can become confortable and confident in implementing IWBs into their instruction. The authors push for special needs students to be provide rich experiences with current technology so

they are engaged and can practice using technology as well. I enjoyed this article because it also gave an in-depth graphic organizer of IWB websites appropriate for special education instruction along with 8 tips for lesson planning with IWBs and special needs students. Billingsley, B., Israel, M., & Smith, S. (2011). Supporting New Special Education Teachers: How Online Resources and Web 2.0 Technologies Can Help. TEACHING Exceptional Children, 43(5), 20-29. Theory-Into-Practice The article examines the fears and struggles of a new special education teacher. The authors advocate for new special education teachers to use online resources and become familiarized with content knowledge and standards before beginning their new position. Billingsley, Israel, and Smith compiled four effective graphic organizers of websites, e-mentoring sites, tools, and Web 2.0 tools for mentees to explore for great on-line models, management systems, data collection ideas, behavior management plans, instructional lesson plans and tools, as well as assessments. I found this article very informative and important for special education teachers whether they are novices or professionals. The authors really do point out new teacher needs and provide support sites to help with those needs to professional grow. Martnez, R. (2011). DISABILITY AND THE USE OF ICT IN EDUCATION: DO STUDENTS WITH SPECIAL NEEDS RECOGNISE THE SUPPORT GIVEN BY

TEACHERS WHEN USING TECHNOLOGY. Problems Of Education In The 21St Century, 35149-158. Research Martinez conducted research on the support of ICT (Information and Communication Technology) between secondary education and the postsecondary education. The research begins with concerns in the University system with only one of five college students having access to emails and communications with their professors. Martinez wanted to see the quality of support special needs students were receiving in the University system if there were struggles already with regular students. The conclusion showed that secondary education students were happy with the support of ICT they received from their teachers as well as the resources and preparation they received in their education prior to the University level. However, students in the University system were unhappy with the lack of support and resources they received from their Professors. The secondary education teachers were up-to-date with technology and readily available to support and facilitate the students based on their disability. The University Professors lacked knowledge in ICT and knowledge on how to support the special needs students with appropriate scaffolding and resources based on their specific disability. This research was very interesting to read for it showed what quality of support the students were receiving in two different types of educational systems. As Ive seen

in college, special needs students are on the back-burner and not supported as much as they are in primary and secondary education. This study shows the need for more support, resources, and training for University staff members so they can give their special needs students equal opportunity to an education without so many challenges. Coleman, M. (2011). Successful Implementation of Assistive Technology to Promote Access to Curriculum and Instruction for Students with Physical Disabilities. Physical Disabilities: Education And Related Services, 30(2), 2-22. Professional Practice Colemans article explores the trends and issues between Assistive Technology and education today. The author arises the following issues with technology and special education: assessment, training, and consistency of implementation, cultural and environmental factors, and motivation. With in-depth discussion on how each issues affects both the teacher and students, the author provides an effective checklist for IEP team members to use when choosing assistive technology for students in hopes to choose the most beneficial technologies to meet the needs of the students. I admire the checklist and look forward to using it for my students who need assistive technology or need revisits to see if the device is optimal for their success.