另一个例子的技术可以发挥重要的作用,帮助学生克服他们的困难和学术技能可以Bouck进行的研究中发现,勇敢的,弗拉纳根,Szwed, Bassette(2010)研究如何有效pentop计算机(FLYPen)和编写软件(专门为FLYPen)是在协助残疾学生写作。这个工具“类似于一支典型的钢笔，体积更大，顶部有一个插入软件墨盒的插槽。”当使用为FLYPen制作的特殊纸张时，笔杆计算机产生声音输出，为学生提供各种活动的方向、提示、强化和提示。本研究选择了三名年龄在15 – 18岁接受特殊教育的高中生;2)有轻度智力或学习障碍的学生;3)书面表达困难的学生;从小学早期就接受特殊教育服务的学生。结果显示，所有学生在使用FLYPen时，书面表达的质量都有了初步的提高。他们认为，技术增强的程序促进器不仅能使轻度残疾学生的书面表达在质量和数量上受益，而且还能提高学生的写作计划能力，帮助他们更独立地完成这些任务。至关重要的是，教师接触和掌握可用的技术，以支持学生的学术任务(拉斯金德，1994)。从逻辑上讲，没有认识到技术在一般教育，特别是特殊教育中的有用性和应用的教师，将更不愿意使用技术。因此，在特殊教育教师的准备计划中包括技术是很重要的;在这些项目中，技术应作为教师预备项目的一部分，并涵盖课堂层面的技术应用。通过这种方式，特殊教育教师将拥有使用技术的知识和经验，这将有助于在特殊教育项目中广泛使用技术。
Another example of the important role that technology can play in helping students to overcome their difficulties with academic skills can be found in the study conducted by Bouck, Doughty, Flanagan, Szwed, and Bassette (2010) to examine how effective a pentop computer (a FLYPen) and the writing software (specifically designed for the FLYPen) was in assisting students with disabilities in writing. This tool “resembles a typical pen, larger in size and includes a slot at the top where a software cartridge is inserted. When using special paper created for the FLYPen, the pentop computer produces voice output to provide directions, prompts, reinforcement, and hints to students for various activities” (p. 36). In this study, three high school students were chosen based on the following criteria: 1) high school students receiving special education services between 15 and 18 years old; 2) students with a mild intellectual disability or learning disability; 3) students having difficulty in written expression; 4) students who had received special education services since early elementary school. The results presented that all students experienced initial gains in the quality of written expression while using the FLYPen. They determined that technology-enhanced procedural facilitators not only can benefit the quality and quantity of written expression in students with mild disabilities, but it can also improve students ability to plan their writing and help them complete these tasks more independently. It is crucial that teachers are exposed to and have knowledge of the available technologies that could support students in their academic tasks (Raskind, 1994). Logically, teachers who do not realize and have not been exposed to the usefulness and applications of technology in education in general, and special education specifically, will be more reluctant to use them. It is therefore important that technology is included in preparation programs for special education teachers; in these programs, technology should be used as part of the preparatory program for teachers and cover technical applications at the classroom level. In this way, special education teachers will have the knowledge and experience in using technology that will contribute to the widespread of the use of technology in special education programs.
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