Virtual reality (VR) technology has improved in access and availability in the area of K–12 instruction, increasingly being cited for its promise to meet the varied learning needs of individuals with disabilities. This descriptive review of 25 research studies conducted in K–12 settings examined the defining characteristics of immersion levels associated with VR, the purpose and application of the augmented reality intervention, the outcomes associated with the current use of VR, and the possibility of generalization beyond VR. The results of the review reveal that a majority of studies are utilizing nonimmersive screen-based simulations. While still considered under the VR domain, these technologies do not take advantage of the features of semi- and fully immersive VR which make it an appealing intervention for students with disabilities. Based on the results of this review, we provide recommendations to establish a strong research base on emerging VR technology and its use for students with disabilities in the K–12 classroom.

Teacher educators must find ways to teach course content situated within realistic K-12 contexts so that their preservice teachers can better understand how to apply that content effectively in situations they will face as professionals. Video-conferencing (VC) technology has emerged as a useful tool in teacher education, evincing a wide range of instructional functions. Users who integrate VC in teacher education coursework fundamentally enhance the potency of their instructional outcomes by enabling preservice teachers not only to learn about classroom settings, but also to interact with students and teachers within classroom settings. Video conferencing allows one to observe classrooms and other school-based environments unobtrusively; to engage in discussions with school-based professionals, students, and families; and to mentor, coach, and evaluate preservice and novice teachers-all from physically remote sites. The purposes of this article are to (a) describe, and present a rationale for employing, this technology in preparing special educators; and (b) showcase the utility of video-conferencing technology within one midwestern special education teacher preparation program. The article concludes with some lessons learned and implications for research regarding the use and efficacy of this technology.

Augmented reality (AR) is an emerging technology that can help educators enhance their classrooms. With one-to-one initiatives and application (app) development creating affordable technology, teachers have more access to innovative supports for their students with disabilities’ academic, social, emotional, and behavioral skill development. Using AR, teachers can provide multimedia support while utilizing the student’s own environment. There are multiple apps available for teacher usage, which are free across multiple platforms and/or devices. This article describes exactly what AR is and how it can be used to support students with disabilities. An app is introduced to get started in the classroom with additional ways to utilize AR for learning.

This article provides key considerations and step-by-step procedures useful for any teacher to use when planning to enhance their writing instruction with technology. This includes understanding current writing initiatives as well as recognizing the common behaviors of skilled and struggling writers. Four types of underutilized, yet commonly available technology families are described with associated online tool exemplars. These tools can be used during writing instruction across educational settings to support varying student needs. Recommendations are also made for a step-by-step approach to embedding technology within various components of writing (i.e., prewriting, research, drafting, editing, proofreading) that allows for implementation of writing strategies paired with commonly available technology. Finally, guidelines are shared to support teacher planning and implementation of effective writing strategies supported with technology.

To cite this article:Craig-Hare, J., Ault, M., & Rowland, A. (2017). The effect of socioscientific topics on discourse within an online game designed to engage middle school students in scientific argumentation.