<标题>另一個例子的技術可以發揮重要的作用,幫助學生克服他們的困難和學術技能可以Bouck進行的研究中發現,勇敢的,弗拉納根,Szwed, Bassette(2010)研究如何有效pentop計算機(FLYPen)和編寫軟件(專門為FLYPen)是在協助殘疾學生寫作。這個工具“類似于一支典型的鋼筆，體積更大，頂部有一個插入軟件墨盒的插槽。”當使用為FLYPen制作的特殊紙張時，筆桿計算機產生聲音輸出，為學生提供各種活動的方向、提示、強化和提示。本研究選擇了三名年齡在15 – 18歲接受特殊教育的高中生;2)有輕度智力或學習障礙的學生;3)書面表達困難的學生;從小學早期就接受特殊教育服務的學生。結果顯示，所有學生在使用FLYPen時，書面表達的質量都有了初步的提高。他們認為，技術增強的程序促進器不僅能使輕度殘疾學生的書面表達在質量和數量上受益，而且還能提高學生的寫作計劃能力，幫助他們更獨立地完成這些任務。至關重要的是，教師接觸和掌握可用的技術，以支持學生的學術任務(拉斯金德，1994)。從邏輯上講，沒有認識到技術在一般教育，特別是特殊教育中的有用性和應用的教師，將更不愿意使用技術。因此，在特殊教育教師的準備計劃中包括技術是很重要的;在這些項目中，技術應作為教師預備項目的一部分，并涵蓋課堂層面的技術應用。通過這種方式，特殊教育教師將擁有使用技術的知識和經驗，這將有助于在特殊教育項目中廣泛使用技術。
<标题>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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