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The Digital Technology In The Learning Of Students With Autism Spectrum Disorders (Asd) In Applied Classroom Settings, Kathleen Tanner, Roselyn M. Dixon, Irina Verenikina
The Digital Technology In The Learning Of Students With Autism Spectrum Disorders (Asd) In Applied Classroom Settings, Kathleen Tanner, Roselyn M. Dixon, Irina Verenikina
Rose Dixon
This paper describes a research study that is a stepping stone to further research on the affordances of digital technologies in the learning of students with Autism Spectrum Disorders (ASD). The study is framed around the modern understanding of technologies as cognitive tools for learning based on the theory of social and cultural mediation of children’s development and learning (Vygotsky, 1978), together with Activity Theory (Engestrom, 2001). The study focuses on the day-to-day reality of the use of computer and other digital technologies to assist the classroom learning of children with ASD. A series of observations, semi-structured interviews with teachers …
The Nsw Det's Quality Teaching Framework And The Realities Of A Special Education Classroom, Leanna Formosa, Roselyn M. Dixon
The Nsw Det's Quality Teaching Framework And The Realities Of A Special Education Classroom, Leanna Formosa, Roselyn M. Dixon
Rose Dixon
In May 2003, the NSW Department of Education and Training introduced the Quality Teaching framework to NSW public schools for discussion and possible implementation. Principals and teachers were encouraged to use the framework for the twofold purpose of improving both teaching practice and student learning. While versions of the framework have been successfully used in USA and Australia, there is a paucity of research which reports on its merit, worth, or value for teachers of children with moderate intellectual disabilities. The aim of this study is to explore the degree of congruence and/or 'fit' between the Quality Teaching framework and …
Looking For Clarity Amongst The Challenges Faced By Teachers As They Consider The Role Of Ict In Classroom Literacy Learning Experiences, Jessica Mantei, Lisa K. Kervin
Looking For Clarity Amongst The Challenges Faced By Teachers As They Consider The Role Of Ict In Classroom Literacy Learning Experiences, Jessica Mantei, Lisa K. Kervin
Jessica Mantei
Primary school teachers today operate within a climate of great change with the rapid infusion of Information and Communication Technologies (ICT) into schools with the expectation that these be included within classroom experiences. Many schools purchased computer hardware and software and have provided professional development for teachers with the expectation that the technology will be put to use. Studies show, however, that many teachers continue to feel ill-equipped to use technology to support learning in spite of these in-service opportunities. Further studies identify the classroom teacher as the major factor in determining whether ICT are an important component of daily …
Incorporating Technology Within Classroom Literacy Experiences, Lisa Kervin, Jessica Mantei
Incorporating Technology Within Classroom Literacy Experiences, Lisa Kervin, Jessica Mantei
Jessica Mantei
Educators are challenged to consider ways that Information and Communication Technologies (ICT) can be included within classroom contexts. Such challenges often require the adoption of whole school, team and individual focus as technology is examined in connection with the needs of the learners within the school and the pedagogical understandings and beliefs of the educators. In this paper we describe an elementary school-based project that focuses on ways that computer-based technology and associated peripherals can be incorporated within classroom literacy experiences. As we examine the planning, implementation and our reflections upon this process some key findings emerged. The need for …
Using Student Work Portfolios In The Classroom : Tips For Teachers, Marion Meiers
Using Student Work Portfolios In The Classroom : Tips For Teachers, Marion Meiers
Marion Meiers
Portfolios of student work can be used in classrooms to support students' learning. Advice is provided on an introductory page for all students to place on the front pages of their portfolios, the contents of the portfolios, the students' role, collecting and selecting portfolio work samples, reviewing portfolios and giving feedback to students, using portfolios as classroom resources, and audiences for portfolios assembled by students.