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By: National Center for Technology Innovation and Center for Implementing Technology in Education (2010)
Captioned or subtitled media is a great tool for teachers looking to differentiate classroom instruction — research has shown that ELLs, students with learning disabilities, and students who struggle academically may all benefit from following along with captions while watching a classroom video. Learn more about the benefits of captioned media and additional resources for captioned material in this article.
By: Family Center on Technology and Disability (2010)
By: Family Center on Technology and Disability (2010)
By: Family Center on Technology and Disability (2010)
It is important for parents to understand the "language" of assistive technology so they can be informed advocates for their child's technology needs. The following glossary of terms can help parents learn about the kinds of assistive technologies that are currently available and how they can be used.
By: Kristin Stanberry and Marshall H. Raskind (2009)
If your child has a learning disability, she may benefit from assistive technology tools that play to her strengths and work around her challenges.
By: National Center for Technology Innovation and Center for Implementing Technology in Education (2009)
Many computer products have built-in accessibility options such as text-to-speech, screen magnification options, or voice input controls. Learn what some of these optional features are and how to integrate them into instruction and studying.
By: Kristin Stanberry and Lee Swanson (2009)
Research-based information and advice for sizing up reading programs and finding the right one for your child with a learning disability.
By: Charles A. MacArthur (2009)
Learn from an expert why some kids with learning disabilities struggle with writing and how some instructional approaches can help.
By: Kristin Stanberry and Marshall H. Raskind (2009)
Learn abour assistive technology tools — from abbreviation expanders to word-recognition software programs — that address your child's specific writing difficulties.
By: Kristin Stanberry and Marshall H. Raskind (2009)
Learn about assistive technology tools — from audiobooks to variable-speed tape recorders — that help students with reading.
By: Diane Barone and Todd E. Wright (2008)
This article describes how digital and media literacies are woven into a fourth-grade classroom. Background on how a teacher and school brought new literacies to students through the use of technology is revealed so that other teachers can engage in similar instructional support.
By: Rindi Baildon and Mark Baildon (2008)
This study of fourth grade students indicates that the use of a "research resource guide" increases student independence during the research process. The article describes approaches to support students in making determinations about the readability, trustworthiness, and usefulness of sources of information.
By: National Center for Technology Innovation (2008)
With the range and variety of commercial software products on the shelves today, how can an educator or parent choose a program that will most benefit a particular student? Where are product reviews that can inform the decision?
By: Access Center (2008)
This brief provides an overview of computer-assisted instruction and looks at how writing software can help students with developing ideas, organizing, outlining, brainstorming, and minimizing the physical effort spent on writing so that students can pay attention to organization and content.
By: Zach Miners and Angela Pascopella (2007)
It might seem that evaluating information online (just one form of "new literacy") and reading a book (more of a foundational literacy) are pretty much the same thing. But there are differences that, when brought into the classroom and incorporated into curricula, are enriching the educational experiences of many K-12 students. Many administrators are beginning to recognize the need to revise their districts' media skills instruction.
By: Mary Ann Zehr (2007)
Technology that encourages interactive learning can be an effective tool for teaching English language learners, even if the technology is not specifically designed particularly for ELLs.
By: Barbara K. Strassman and Trisha O'Connell (2007)
Help students engage in reading and writing by asking them to write captioning for audio-less video clips. This article contains step-by-step instructions for using the technique as well as links to digital media and suggested teaching ideas.
By: National Council of Teachers of English (2007)
Because success with technology depends largely upon critical thinking and reflection, teachers with relatively little technological skill can provide useful instruction. But schools must support these teachers by providing professional development and up-to-date technology for use in classrooms.
By: Center for Applied Special Technology and LD OnLine (2007)
If your child cannot read their textbooks, they need digital copies of their books. Schools now can use National Instructional Material Accessibility Standard (NIMAS) to get e-text. Learn the details that will help you advocate for your child so they can use NIMAS. And learn where to find the publishers and producers that provide e-text.
By: Center for Implementing Technology in Education (2006)
Technology—and especially the subset of technology tools known as assistive technology—can be an effective element of the writing curriculum for students with disabilities. Assistive technology (AT) can be defined as a technology that allows someone to accomplish a critical educational or life task. Since writing is so integral to school success, AT is often indicated to assist students with disabilities. In this article, CITEd looks at how technology can support students' writing.
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