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Artículos de revistas sobre el tema "Education, Technology. Education, Special"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 8 de febrero de 2022

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1

Siegel, Janna, Kathie Good y Jack Moore. "Integrating Technology into Educating Preservice Special Education Teachers". Action in Teacher Education 17, n.º 4 (enero de 1996): 53–63. http://dx.doi.org/10.1080/01626620.1996.10463353.

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2

Serik, M., G. Nurbekova y J. Kultan. "Big data technology in education". Bulletin of the Karaganda University. Pedagogy series 100, n.º 4 (28 de diciembre de 2020): 8–15. http://dx.doi.org/10.31489/2020ped4/8-15.

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The article discusses the implementation of big data in the educational process of higher education. The authors, analyzing a large amount of data, referring to the types of services provided by e-government, indicate that there are many pressing problems, many services are not yet automated. In order to improve the professional training of teachers of Computer Science of the L.N. Gumilyov Eurasian National University, educational programs and courses have been developed 7M01514 — «Smart City technologies», «Big Data and cloud computing» and 7М01525 — «STEM-Education», «The Internet of Things and Intelligent Systems «on the theoretical and practical foundations of big data and introduced into the educational process. The arti-cle discusses several types of programs for teaching big data and analyzes data on the implementation of big data in some educational institutions. For the introduction and implementation of special courses in the educational process in the areas of magistracy in the educational program Computer Science, the curriculum, educational and methodological complex, digital educational resources are considered, as well as hardware and software that collects, stores, sorts big data, well as the introduction into the educational process of theoretical foundations and methods of using the developed technical and technological equipment.

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3

Blackhurst, A. Edward. "Perspectives on Technology in Special Education". TEACHING Exceptional Children 29, n.º 5 (mayo de 1997): 41–48. http://dx.doi.org/10.1177/004005999702900509.

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4

Cobb, Hazel B. y Charles J. Horn. "Planned Change in Special Education Technology". Journal of Special Education Technology 8, n.º 2 (septiembre de 1986): 18–27. http://dx.doi.org/10.1177/016264348600800203.

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Handicapped learners stand to benefit a great deal from educational technology. The technology for teacher training is gradually emerging. It is this technology that is a prerequisite to the systematic use of instructional technology by the classroom teacher. Since teacher educators are instrumental in the adoption of technology in public education there is a necessity to know the current status of adoption and use of technology in special teacher education programs. A comprehensive study was conducted at the University of Alabama in which the researchers examined the extent of planning for technological change being conducted by teacher education institutions in special education. Data for the study were collected by the use of a mailed survey form. The survey included all 697 special education/teacher education programs in the United States. A total was 298 (43%) surveys completed by program chairpersons at each institution was returned. Results of the study indicate that teacher education institutions are not using a variety of the newest technologies needed to acquaint current and future special educators with the tools of the information age. There is no relationship between systematic planning for adoption of a new technology and the subsequent success of the adopted technology. Teacher education institutions in special education are not anticipating adopting a wide variety of new technology. It appears teacher educators are creating a technology gap at the very time they should be leading the effort to explore the potential of new technologies for improving effectiveness and efficiency of instruction for exceptional individuals.

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5

Smith, Sean. "Teacher Education". Journal of Special Education Technology 17, n.º 3 (junio de 2002): 51–55. http://dx.doi.org/10.1177/016264340201700305.

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In this issue, Dr. Monica Brown, a colleague here at the University of Kansas, offers perspectives related to multicultural education and technology. While specific needs exist within multicultural education, readers should see that there are direct correlation between the needs of multicultural education and technology and special education and technology. We would argue that as we strive to address training needs of future as well as current special and general education teachers towards technology, special education and multicultural perspectives should be considered as part of this process and be pertinent to the overall success.

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6

Ludlow, Barbara L. "Technology and Teacher Education in Special Education: Disaster or Deliverance?" Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 24, n.º 2 (abril de 2001): 143–63. http://dx.doi.org/10.1177/088840640102400209.

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7

Livesay, J. Michael y Paul E. Murray. "Integration of Instructional Technology Into Special Education". Technology and Disability 1, n.º 2 (1 de abril de 1992): 7–18. http://dx.doi.org/10.3233/tad-1992-1203.

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8

Shuster, N. E. "Addressing Assistive Technology Needs in Special Education". American Journal of Occupational Therapy 47, n.º 11 (1 de noviembre de 1993): 993–97. http://dx.doi.org/10.5014/ajot.47.11.993.

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9

Pickering, J., D. Neilson y C. Vella. "Information Technology and Special Needs in Education". Educational Media International 25, n.º 2 (enero de 1988): 113–14. http://dx.doi.org/10.1080/0952398880250212.

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10

Edyburn, Dave L. "Instructional Design Advances in Special Education Technology". Exceptionality 17, n.º 2 (3 de abril de 2009): 63–65. http://dx.doi.org/10.1080/09362830902805699.

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11

Maloney, Melinda. "New Technology for Researching Special Education Law". Intervention in School and Clinic 31, n.º 3 (enero de 1996): 186–89. http://dx.doi.org/10.1177/105345129603100310.

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12

Barker, Bruce O. "Technology in Rural Special Education: An Introduction". Rural Special Education Quarterly 9, n.º 4 (marzo de 1989): 2–3. http://dx.doi.org/10.1177/875687058900900401.

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13

Hauser, Jane y David B. Malouf. "A Federal Perspective On Special Education Technology". Journal of Learning Disabilities 29, n.º 5 (septiembre de 1996): 504–11. http://dx.doi.org/10.1177/002221949602900505.

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14

Hasselbring, Ted S. "A Possible Future of Special Education Technology". Journal of Special Education Technology 16, n.º 4 (septiembre de 2001): 15–21. http://dx.doi.org/10.1177/016264340101600403.

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15

Davison, Peter y Edwin Gaster. "Craft, Design and Technology in Special Education". British Journal of Special Education 12, n.º 3 (31 de mayo de 2007): 103–4. http://dx.doi.org/10.1111/j.1467-8578.1985.tb00620.x.

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16

Yoder-Wise, Patricia S. "EDITORIAL: Special Issue: Technology and continuing education". Journal of Continuing Education in Nursing 29, n.º 4 (julio de 1998): 147. http://dx.doi.org/10.3928/0022-0124-19980701-03.

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17

Chaidi, Irene, Athanasios Drigas y Charalampos Karagiannidis. "ICT in special education". Technium Social Sciences Journal 23 (9 de septiembre de 2021): 187–98. http://dx.doi.org/10.47577/tssj.v23i1.4277.

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In recent years, worldwide and in our country, the view has been established that all students, regardless of any element of differentiation, special need or characteristic related to national, cultural or social identity, should have equal learning opportunities in one school for all. The use of Information and Communication Technologies (ICT) contributes significantly to the learning process. Especially for students with special educational needs, ICT provides rich educational experiences. The following work refers to ICT in the field of application of Special Education, in assistive technology, educational sortware, which provides opportunities to approach knowledge, socialization of individuals and removal of physical barriers to access to knowledge of students with special educational needs .

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18

Kiru, Elisheba W. "Special Education in Kenya". Intervention in School and Clinic 54, n.º 3 (28 de mayo de 2018): 181–88. http://dx.doi.org/10.1177/1053451218767919.

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Access to basic education for all students is an essential goal for many countries around the world. Also, as worldwide calls for providing inclusive education continue to intensify, access to basic education for many students with disabilities in Kenya remains a pervasive challenge. Large class sizes, inadequate funding, limited teacher training, cultural perceptions, and lack of disability awareness exacerbate this challenge. In 2009, the Kenyan government put forth a national Special Needs Education policy framework that provides comprehensive strategies and policies to improve services for people with disabilities. Creating advocacy and awareness, revamping the curriculum, incorporating technology, providing teacher training, and improving data collection are some of the recommendations included in the policy framework to enhance special education services and facilitate inclusive practices.

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19

Woodward, John y John Noell. "Software Development in Special Education". Journal of Special Education Technology 12, n.º 2 (septiembre de 1993): 149–63. http://dx.doi.org/10.1177/016264349301200207.

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Over the last ten years, special educators have developed a variety of software programs which attempt to address the unique needs of mildly handicapped students. Much of this work has been funded by the Division of Innovation and Development in the Office of Special Education Programs. This article examines software development techniques used by many of these special educators through the perspective of the software lifecycle. This perspective, which is used intimately by professional software developers, is rarely discussed in the special education technology literature. With rapid advancements in computers, particularly the graphical user interface, the authors argue that traditional programming techniques are becoming less and less viable for software development within the typical funding levels and timelines of federal initiatives. Instead, a trend toward the use of commercial software tools is viewed as inevitable, given these constraints. The article concludes with a brief description of two recently completed, technology-based assessment programs.

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20

Lewis, Rena B. "Changes in Technology Use in California's Special Education Programs". Remedial and Special Education 18, n.º 4 (julio de 1997): 233–42. http://dx.doi.org/10.1177/074193259701800405.

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Abstract This study investigated changes in technology use in california's special education programs between the late 1980s and mid-1990s. two groups representing districts that participated in an earlier study were surveyed: special education administrators ( n = 149) and special educators who routinely use technology in instruction ( n = 189). Results suggest that computers and other technologies are more available today and used more often by administrators, teachers, and students with disabilities. Students are more likely to have technology goals on their individualized education programs, interact with technology in general education settings, and use computers as tools rather than for drill-and-practice. Administrators and teachers remain enthusiastic about technology's benefits. However, although technologies used in school programs have become more sophisticated and more plentiful, barriers to full implementation still exist.

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21

Hofmeister, Alan M. y Joseph M. Ferrara. "Expert Systems and Special Education". Exceptional Children 53, n.º 3 (noviembre de 1986): 235–39. http://dx.doi.org/10.1177/001440298605300306.

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Expert systems are computer programs designed to replicate human expertise in a variety of areas. This article discusses the characteristics of these programs as well as recently available expert system development tools. The article also suggests potential applications for expert systems within the field of special education. Finally, the article reviews recent efforts to apply expert systems technology to special education problems.

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22

Bullock, Lyndal M., Robert A. Gable y J. Darrell Mohr. "Technology-Mediated Instruction in Distance Education and Teacher Preparation in Special Education". Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 31, n.º 4 (noviembre de 2008): 229–42. http://dx.doi.org/10.1177/0888406408330644.

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23

Geer, Cynthia H. y Lee B. Hamill. "Using technology to enhance collaboration between special education and general education majors". TechTrends 47, n.º 3 (mayo de 2003): 26–29. http://dx.doi.org/10.1007/bf02763472.

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24

Zorfass, Judth, Patricia Corley, Arlene Remz y Denise Ethier. "Promoting Technology in Special Education: Supporting Change Agents". Technology and Disability 3, n.º 2 (1 de junio de 1994): 158–64. http://dx.doi.org/10.3233/tad-1994-3211.

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25

Shih-Chung, Kang. "SPECIAL ISSUE: Smart Education Method, Technology and Environment". International Journal of Automation and Smart Technology 5, n.º 3 (1 de septiembre de 2015): 113–14. http://dx.doi.org/10.5875/ausmt.v5i3.1004.

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26

Salend, Spencer J. "Using Videocassette Recorder Technology in Special Education Classrooms". TEACHING Exceptional Children 27, n.º 3 (marzo de 1995): 4–9. http://dx.doi.org/10.1177/004005999502700301.

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27

Weisel, Amatzia, Malka Margalit y Shmuel Shulman. "Special education technology: expected changes and job satisfaction". Research in Education 39, n.º 1 (mayo de 1988): 47–52. http://dx.doi.org/10.1177/003452378803900104.

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28

Bogner, Franz X. y Sofoklis Sotiriou. "A Special Section on Technology-Enhanced Science Education". Advanced Science Letters 4, n.º 11 (1 de noviembre de 2011): 3301–3. http://dx.doi.org/10.1166/asl.2011.2038.

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29

Gersten, Russell y Dave Edyburn. "Defining Quality Indicators for Special Education Technology Research". Journal of Special Education Technology 22, n.º 3 (septiembre de 2007): 3–18. http://dx.doi.org/10.1177/016264340702200302.

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Historically, the use of technology in special education has been advanced on the basis of marketplace innovations and federal policy initiatives rather than on a compelling research base. This article presents a set of quality indicators that will guide efforts to enhance that base. Thirty quality indicators, organized into eight areas (conceptualization of the research study, full disclosure, sample selection, description of participants, implementation of the intervention, outcome measures, data analysis, and publication and dissemination), are briefly described and three variations of each (unacceptable, essential, and desirable) are highlighted. Particular attention is paid to the distinct methodological design issues associated with technology research and development. Recommendations are made for the use of these quality indicators to enhance the evidence base for the field.

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30

Zhao, Yong. "Speech Technology and its Potential for Special Education". Journal of Special Education Technology 22, n.º 3 (septiembre de 2007): 35–41. http://dx.doi.org/10.1177/016264340702200304.

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Speech technology typically refers to technology that enables machines to receive and accept human oral language as input and respond with human or human-like oral language as output. Speech technology has recently become increasingly mature and available to the general public. At the same time, there has been an increase in the interest in using speech technology to support learning for students with disabilities. This article surveys the current capacities of speech technology, reviews its existing and potential uses in education in general and special education in particular, and recommends research and development actions and strategies for realizing the potential of speech technology for learners with disabilities.

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31

Galitskaya, Viktoriya y Athanasios Drigas. "Special Education: Teaching Geometry with ICTs". International Journal of Emerging Technologies in Learning (iJET) 15, n.º 06 (27 de marzo de 2020): 173. http://dx.doi.org/10.3991/ijet.v15i06.11242.

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Geometry is a very important field of mathematics which is crucial for the understanding of space. From an early age, children observe objects that cor-respond to geometric shapes and learn the position they occupy in space (above, below, etc.). It is a demanding lesson that requires imagination and combinational thought. With the introduction of technology in education, ge-ometry became more accessible to students, because through it pupils can now visualize figures, study and process them.

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32

Woodward, John y Herbert Rieth. "A Historical Review of Technology Research in Special Education". Review of Educational Research 67, n.º 4 (diciembre de 1997): 503–36. http://dx.doi.org/10.3102/00346543067004503.

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33

Howell, Richard D. "Technology and change in special education: An interactional perspective". Theory Into Practice 29, n.º 4 (septiembre de 1990): 276–82. http://dx.doi.org/10.1080/00405849009543466.

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34

Olakanmi, Oluwabunmi Adewoyin, Gokce Akcayir, Oluwbukola Mayowa Ishola y Carrie Demmans Epp. "Using technology in special education: current practices and trends". Educational Technology Research and Development 68, n.º 4 (18 de junio de 2020): 1711–38. http://dx.doi.org/10.1007/s11423-020-09795-0.

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35

Spector, J. Michael. "Special issue on cognition and learning technology". Educational Technology Research and Development 58, n.º 1 (27 de enero de 2010): 1. http://dx.doi.org/10.1007/s11423-010-9149-2.

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36

Bennett, Randy Elliot. "A Framework for Studying the Use of Computers in Special Education". Journal of Special Education Technology 8, n.º 2 (septiembre de 1986): 44–52. http://dx.doi.org/10.1177/016264348600800205.

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This paper presents a framework for studying the use of computers in special education. The framework consists of two dimensions, one describing the service delivery areas that compose special education and the other, general questions that might be posed about any educational innovation. Such a framework might be used by researchers as a guide to identifying the advantages and limitations of new technology for educating disabled students. Examples of the framework's application are presented.

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37

Russell, Robert A. y Reece B. Morrel. "Routing Special-Education School Buses". Interfaces 16, n.º 5 (octubre de 1986): 56–64. http://dx.doi.org/10.1287/inte.16.5.56.

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38

Thomas, Cathy Newman, Katherine N. Peeples, Michael J. Kennedy y Mary Decker. "Riding the Special Education Technology Wave: Policy, Obstacles, Recommendations, Actionable Ideas, and Resources". Intervention in School and Clinic 54, n.º 5 (30 de enero de 2019): 295–303. http://dx.doi.org/10.1177/1053451218819201.

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This article provides an overview of the literature on special education law and policy and teacher preparation for special education technology use and identifies current issues, focusing on four key obstacles regarding the status of special education technology access and implementation: (a) the mismatch between legal requirements, policy recommendations, and the supports students with disabilities actually receive in schools; (b) the limited professional knowledge about special education technology and few meaningful options for making improvements to this professional body of knowledge; (c) the rapid pace of innovation in terms of availability of new apps, products, and hardware; and (d) the inherent conflicts between the commercial nature of special education technology and best special education technology practice. Recommendations, resources, and actionable ideas toward transformative change are shared with hopes for equitable and meaningful special education technology access and implementation for students with disabilities.

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39

Gerber, Michael M. "Tolerance and Technology of Instruction: Implications for Special Education Reform". Exceptional Children 54, n.º 4 (enero de 1988): 309–14. http://dx.doi.org/10.1177/001440298805400404.

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Mounting criticism of special education policy and practices has resulted in controversial recommendations for reform that often appeal to the questionable authority of the National Academy of Sciences' report (Heller at al., 1982). Until now, there has been little response to this frequently cited report from a special education perspective. The present article discusses a theory of tolerance and seeks to identify the critical problems associated with the position taken in the NAS report and subsequent reform initiatives. Specifically, it is argued that brute force attempts to absorb, current special education functions into regular classrooms will necessarily fail. Regular classroom teachers, confronting often extreme variability in students' learning characteristics, cannot be equally effective with difficult-to-teach students without either substantial increases in usable instructional resources or adoption of powerful instructional technologies.

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40

Raposo, Mário y Arminda do Paço. "Special issue: entrepreneurship and education—links between education and entrepreneurial activity". International Entrepreneurship and Management Journal 7, n.º 2 (7 de abril de 2010): 143–44. http://dx.doi.org/10.1007/s11365-010-0152-1.

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Guillomía, Miguel A., José Ignacio Artigas y Jorge L. Falcó. "Cognitive Accessibility and Support in Special Education". Sensors 21, n.º 14 (16 de julio de 2021): 4871. http://dx.doi.org/10.3390/s21144871.

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This work describes an assistive technology development for cognitive support and training to be used by children of special education schools in Spain. Design is based on and guided by cognitive support findings coming from a long-term collaboration of a team of engineers (University of Zaragoza) and special education teachers (Alborada Special Education School, Zaragoza). The description starts by providing a structure of such findings in five cognitive-social areas (interface usability, virtual representations understanding, time orientation, self-awareness, and social interaction). Design requirements are extracted by applying those findings to four support services (home control, time orientation, behavior contention, and context anticipation). Technological system description follows, together with the degree of implementation and testing for each service. A major result is the benefit of using a services interface with the same structure and appearance as the alternative and augmentative communication system that children are already acquainted with. Based on regulatory conditions, the needed flexibility, and reduced available budgets, this support platform is built on mainstream technology and low-cost single-board computers with standard databases and free software packages. Results show evidence of benefit in children’s cognitive and social performance, in addition to offering a technological tool for deeper educational research.

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42

Warschauer, Mark. "Technology and Literacy: Introduction to the Special Issue". Pedagogies: An International Journal 3, n.º 1 (9 de enero de 2008): 1–3. http://dx.doi.org/10.1080/15544800701771564.

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Lazzari, Andrea M. y Mary Wilds. "Technology in Early Childhood Special Education - Access for Rural Programs". Rural Special Education Quarterly 9, n.º 4 (marzo de 1989): 21–24. http://dx.doi.org/10.1177/875687058900900405.

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As computer technology has become more accessible and affordable, early childhood special educators have begun to integrate it into their curricula. This article addresses basic considerations for systematic introduction of computer technology in early childhood special education programs. Practical suggestions are offered for developing prerequisite computer skills with the aid of battery-powered toys and switches. Strategies for introducing computer technology to rural programs via a technical assistance network are offered and unique applications of computer technology in rural early childhood special education programs are explored.

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Kim, Yu-Gyeong y Soon-Bok Kwon. "Trends Analysis of Augmented Reality Technology Applied in Special Education". Journal of Special Education & Rehabilitation Science 56, n.º 2 (30 de junio de 2017): 127–46. http://dx.doi.org/10.23944/jsers.2017.06.56.2.6.

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CAGILTAY, Kursat, Hasan CAKIR, Necdet KARASU, Ömer Faruk ISLIM y Filiz CICEK. "Use of Educational Technology in Special Education: Perceptions of Teachers". Participatory Educational Research 6, n.º 2 (29 de noviembre de 2019): 189–205. http://dx.doi.org/10.17275/per.19.21.6.2.

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Dyches, Tina Taylor, Barbara A. Smith y Suraj Syal. "Redesigning an Introduction to Special Education Course by Infusing Technology". Computers in the Schools 21, n.º 1-2 (7 de septiembre de 2004): 59–72. http://dx.doi.org/10.1300/j025v21n01_05.

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Bryant, Brian R. y Soonhwa Seok. "Introduction to the special series: Technology and disabilities in education". Assistive Technology 29, n.º 3 (30 de septiembre de 2016): 121–22. http://dx.doi.org/10.1080/10400435.2016.1230154.

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48

Temple, Cheryl. "The State of the Special Education Profession and Assistive Technology". TEACHING Exceptional Children 52, n.º 1 (septiembre de 2019): 42–43. http://dx.doi.org/10.1177/0040059919862150.

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49

Hager, Karen D. y Barbara J. Fiechtl. "Evolution of Technology-Enhanced Alternative Preparation for Special Education Teachers". Rural Special Education Quarterly 38, n.º 3 (19 de julio de 2019): 162–76. http://dx.doi.org/10.1177/8756870519860070.

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In this article, we describe the evolution of a statewide alternative teacher preparation program for teachers of students with disabilities and explain current processes to revise and expand the program to increase accessibility to teacher candidates in rural schools. We will identify important features of the program including (a) significant collaboration with Local Education Agencies, (b) the combination of synchronous and asynchronous course delivery to increase accessibility, and (c) embedded supports for alternative preparation teacher candidates completing a distance learning program, as well as describe the process and collaboration involved in revising the program to increase accessibility and efficiency, while retaining quality. Ongoing challenges to delivering effective alternative preparation programs that are accessible to individuals in rural schools and potential solutions to these challenges are provided.

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50

Jeffs, Tara y William Morrison. "Special Education Technology Addressing Diversity: A Synthesis of the Literature". Journal of Special Education Technology 20, n.º 4 (septiembre de 2005): 19–25. http://dx.doi.org/10.1177/016264340502000403.

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With the increasing complexity of schools and society, there is great need for expanded understanding of the many dimensions of diversity within the field of assistive technology (AT). The question that lies before us is how has diversity been examined in AT research and literature? Following a research synthesis method similar to Summers (1985) and Edyburn (2000, 2001, 2002, 2003, 2004) the purpose of this study was threefold: (a) first, to conduct a literature review of scholarly publications in the area of AT that focused on the diversity dimensions of family, rural, culture, race, or gender between the years of 2000 and 2004, (b) second, to identify to what extent literature scatter was present or absent in this literature review, and (c) third, to answer the question ‘What have we learned?’ Using study criteria, 19 articles scattered across 12 peer-reviewed journals were identified and classified under five categories: family, rural, culture, race, and gender. Implications for practitioners and the field of AT are discussed.

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