This article describes a study of the use of a digital note-taking technology with high school students with specific learning disabilities. The goal of the project was to understand the degree to which this intervention has the potential to support students' note-taking skills, promote retention of material, and reduce cognitive effort during note taking. The authors offer recommendations for ways in which existing features and uses of this technology can be improved and enhanced. The findings of this research suggest that the use of digital pens can increase the quality of student notes and note-taking strategies. Based on this pilot study, the pens are recommended for use in particular types of course activities for students with language-based learning disabilities. (2007) pointed out, most of the developments in the field of special education technology have suffered from a lack of understanding of the specific instructional needs of students with learning disabilities. These researchers go on to assert that access to technology is not meaningful unless the tools are integrated into the instructional setting and matched to the needs of the learner. Anderson-Inman (2009) expands on this idea by suggesting that technology needs to match the media rich environments that exist in student's lives today. She suggests that students have the opportunity to make use of digital tools not only to collect information, but also to expand their own understandings and share their knowledge with others. Further research into the possibilities afforded to students with learning disabilities via new technologies such as digital note-taking tools is needed, particularly when that research is based in the classroom and connected to the curriculum and teachers' everyday practice. A s Boone and Higgins

This study examined the efficacy of a progressive resistance exercise program, using equal concentric/eccentric (CE) or greater eccentric/concentric (GE) workloads, for increasing strength and improving functional abilities of community-dwelling older adults. Sixty men and women were randomly assigned to one of three groups: CE, GE, or control. All strength testing and training took place on six Lifecircuit machines. Functional tests included a bas carry, weighted stair climb, shelf task 1-RM, and static balance. Significant interactions in strength tests were noted for the chest, back, and shoulder exercises. GE improved in shoulder strength more than CE and control For functional measures, all weight trainers were grouped and compared to controls. A significant interaction occurred for the stair climb and balance with the exercise groups decreasing stair climb time by 11% and increasing balance time by 26%. Relative improvements by weight trainers of 12% for the shelf task and 7% for the bag carry were not significant. These data indicate that a moderate intensity resistance program can have positive effects on tasks required for everyday function.

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