Abstract
Although personal technology is consistently used by students and teachers, meaningful use of technology for instruction may not be feasible without providing teachers specific training and support. One university is providing workshops, feedback through coursework, and hands-on training to teacher candidates and local area teachers. In addition, the program trains teachers in appropriate uses of the mini-iPad and lends technology, including mini-iPads and switches with wireless interfaces, for the teacher candidates and interns to use in practicum and internship settings.
Highlights
Use of educational technology, especially computers, cell phones, tablets, and computer-related peripherals/applications, has grown tremendously and has permeated all areas of our lives
It is incomprehensible that anyone today would argue that banks, hospitals, or any industry should use less technology, but that argument seems to hold true for the public school systems
If a product is designed in a way that it can be used by people with disabilities, whether it be high tech or light tech, it will be a better product for everybody [2]
Summary
Especially computers, cell phones, tablets, and computer-related peripherals/applications, has grown tremendously and has permeated all areas of our lives. Many of the applications that are standard on PDs today, such as touch screens, voice activation, and text to speech or speech to text were found only in specialized technology for students who required assistance for accessing computers. Those applications are common to almost all varieties of educational and personal technology. Making use of available technology for instruction, especially for instruction of students with mild to severe disabilities, requires both knowledge of how the devices can be utilized by the students and willingness on the part of teachers to provide the opportunity for that utilization. It is possible that the more knowledge a teacher possesses of how the students can use PDs for learning in that teacher’s domain, the more likely the teacher is to be motivated to provide opportunities within the classroom for students to effectively use technology
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