Using Technology to Support Mathematics Instruction for Students with Disabilities PDF Download

Author: Sandra Susan Sado
Publisher:
ISBN:
Category :
Languages : en
Pages : 48

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Book Description
Studies have established that the implementation of digital technology in special education has improved the level of engagement by students with disabilities and their academic performance in Mathematics. Research illustrates the need for additional resources to allow teachers to utilize recent and newer technological advances into their instruction, specifically in the academic area of mathematics. The purpose of this project is to enhance mathematics instruction by special educators, through the use resources provided through a comprehensive website. This project, consists of a website identifying the types of technology that educators can utilize when teaching math. The website features different tabs including; (a) applications, (b) devices/software, (c) game apps, (d) programs, (e) history, and (f) the rationale for using these instructional tools. Each tab reveals a variety of examples for each section. The examples included provide a detailed description of the specific technology and a description about why it is important for math instruction. Keywords: Special Educators, Individual Education Program, Special Needs, Implement Technology

Author: Billy Krakower
Publisher: Corwin Press
ISBN: 1506318274
Category : Education
Languages : en
Pages : 64

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Book Description
Leverage technology to engage students with learning disabilities! Harness the power of today’s technology to improve learning and engagement for students with learning disabilities. By engaging students with learning disabilities using the technology already at your fingertips, you’ll see your students begin to thrive and grow in exciting new ways. In this volume in the Connected Educators Series, you’ll discover: New ideas for using assistive technology to teach core subjects and study skills How to build positive opportunities for students to show what they know Tools to provide better content accessibility How to help students connect and share through technology tools

Author: Andrea Nicole Amundson
Publisher:
ISBN:
Category : Distraction (Psychology)
Languages : en
Pages : 76

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Book Description
This study investigated the use of educational technology to support elementary mathematics instruction for children receiving special education services. Educational technology included the incorporation of iPad applications, Splash Math, into math instruction during small group instruction time. The application was aligned to the Minnesota State Standards in Mathematics. This study measured the overall individual progress of students' academic achievement in math as well as student on-task engagement levels in comparison to other students receiving special education services who were not being instructed by using educational technology. Students were selected using a purposeful sample based on time constraints and the population enrolled. Student progress in the areas of academic achievement was analyzed through on-going assessment and formal assessment data from AddVantage Math Recovery curriculum. On-task behavior was measured in both the experimental and control group using momentary time sampling. After reviewing the data from the formal assessments administered to each of the students, participants in the experimental group in comparison to the control group did not gain in their academic results in early numeracy topics addressed during the academic cycles. However, participants in the experimental group demonstrated a greater amount of time on-task than the control group.

Author: Niess, Margaret L.
Publisher: IGI Global
ISBN: 1799872246
Category : Education
Languages : en
Pages : 664

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Book Description
The COVID-19 pandemic drastically transformed the classroom by keeping students and teachers apart for the sake of safety. As schools emptied, remote learning rapidly expanded through online services and video chatrooms. Unfortunately, this disrupted many students and teachers who were not accustomed to remote classrooms. This challenge has forced K-12 teachers to think differently about teaching. Unexpectedly and with little time to prepare, they have been confronted with redesigning their curriculum and instruction from face-to-face to online virtual classrooms to protect students from the COVID-19 virus while ensuring that these new online initiatives remain sustainable and useful in the post-pandemic world. As teachers learn to take advantage of the affordances and strengths of the multiple technologies available for virtual classroom instruction, their instruction both in online and face-to-face will impact what and how students learn in the 21st century. The Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning examines the best practices and pedagogical reasoning for designing online strategies that work for K-12 virtual learning. The initial section provides foundational pedagogical ideas for constructing engaging virtual learning environments that leverage the unique strengths and opportunities while avoiding the weaknesses and threats of the online world. The following chapters present instructional strategies for multiple grade levels and content areas: best practices that work, clearly describing why they work, and the teachers’ pedagogical reasoning that supports online implementations. The chapters provide ways to think about teaching in virtual environments that can be used to guide instructional strategy choices and recognizes the fundamental differences between face-to-face and virtual environments as an essential design component. Covering such topics as K-12 classrooms, pedagogical reasoning, and virtual learning, this text is perfect for professors, teachers, students, educational designers and developers, instructional technology faculty, distance learning faculty, and researchers interested in the subject.

Author: Catherine Attard
Publisher: Routledge
ISBN: 1351189379
Category : Education
Languages : en
Pages : 166

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Book Description
Technology-enabled Mathematics Education explores how teachers of mathematics are using digital technologies to enhance student engagement in classrooms, from the early years through to the senior years of school. The research underpinning this book is grounded in real classrooms. The chapters offer ten rich case studies of mathematics teachers who have become exemplary users of technology. Each case study includes the voices of leaders, teachers and their students, providing insights into their practices, beliefs and perceptions of mathematics and technology-enabled teaching. These insights inform an exciting new theoretical model, the Technology Integration Pyramid, for guiding teachers and researchers as they endeavour to understand the complexities involved in planning for effective teaching with technology. This book is a unique resource for educational researchers and students studying primary and secondary mathematics teaching, as well as practising mathematics teachers.

Author: Dianne Chambers
Publisher: Emerald Group Publishing
ISBN: 1787695212
Category : Education
Languages : en
Pages : 197

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Book Description
Assistive technology consists of products and services that are designed to support students to augment, strengthen, or bypass areas of difficulty and that allow them to access the curriculum and social aspects of the classroom where they would not previously have had access.

Author: Susanne P. Lajoie
Publisher: Routledge
ISBN: 1136475524
Category : Education
Languages : en
Pages : 414

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Book Description
Highlighting and illustrating several important and interesting theoretical trends that have emerged in the continuing development of instructional technology, this book's organizational framework is based on the notion of two opposing camps. One evolves out of the intelligent tutoring movement, which employs artificial-intelligence technologies in the service of student modeling and precision diagnosis, and the other emerges from a constructivist/developmental perspective that promotes exploration and social interaction, but tends to reject the methods and goals of the student modelers. While the notion of opposing camps tends to create an artificial rift between groups of researchers, it represents a conceptual distinction that is inherently more interesting and informative than the relatively meaningless divide often drawn between "intelligent" and "unintelligent" instructional systems. An evident trend is that researchers in both "camps" view their computer learning environments as "cognitive tools" that can enhance learning, performance, and understanding. Cognitive tools are objects provided by the instructional environment that allow students to incorporate new auxiliary methods or symbols into their social problem solving which otherwise would be unavailable. A final section of the book represents researchers who are assimilating and accommodating the wisdom and creativity of their neighbors from both camps, perhaps forming the look of technology for the future. When the idea of model tracing in a computer-based environment is combined with appreciation for creative mind-extension cognitive tools and for how a community of learners can facilitate learning, a camp is created where AI technologists and social constructivist learning theorists can feel equally at home.

Author: Ellice A. Forman
Publisher: Oxford University Press, USA
ISBN: 0195109775
Category : Child development
Languages : en
Pages : 408

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Book Description
This work presents landmark research concerning the vital dynamics of childhood psychological development. It's origin can be traced to the late 1970s, when several psychologists began to challenge existing notions of cognitive development by suggesting that such functioning is bound to specific contexts and that cognitive development is based on the mastery of culturally defined ways of speaking, thinking, and acting. About the same time, several translations were made available in this country of the seminal work of Vygotsky, the noted theoretician, offering a conceptual base on which these workers could build. This volume, with contributions from many of the scholars who pioneered this area and translated the work of Vygotsky, looks at the complex mechanisms by which children acquire the cultural and linguistic tools to carry out cognitive activities and explores the implications of this research for education. The book is organized around three main parts: Discourse and Learning in Classroom Practice, Interpersonal Relations in Formal and Informal Education, and The Sociocultural Institutions of Formal and Informal Education.; An afterword by Jacqueline Goodnow suggests new directions for sociocultural research and education. The intended audience is composed of developmental, educational, and cognitive psychologists, along with advanced students in developmental and educational psychology.

Author: Alexa Vassallo Conrad
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 68

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Book Description
This thesis provides research surrounding the integration of digital tools in mathematics instruction for students with disabilities. The research examines the perceived potential of the digital tools to enhance the mathematics learning experience and knowledge building. This thesis presents a structured look at the types of empirical interventions being implemented by educators and attempts to analyze the ways in which instructional technology tools are being employed in such research. The thesis study was specifically designed to examine whether the inclusion of technology tools (compared to the absence of them) positively or negatively affects engagement, comprehension, and performance. The observations are reported both qualitatively and quantitively. The study participants were students enrolled in middle school at Robert Louis Stevenson College and Career Preparatory, in a Special Day Program (SDP) composed of single-grade level classes. The study spanned the 7th and 8th grades.

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309057892
Category : Education
Languages : en
Pages : 305

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Book Description
In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education? In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for "one"â€"the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education. The committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students. Educating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilitiesâ€"and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children's education.