Applying Technology to Enhance STEM Achievement for Students with Disabilities: The Blending Assessment with Instruction Program

Abstract

This article discusses the theoretical framework, instructional design, formative assessment results, capacity for national distribution, and generalization of the Blending Assessment with Instruction Program (BAIP) model to other content areas such as science. The BAIP, developed and validated at the University of Kansas, employs technology to align instruction in mathematics with National Council of Teachers in Mathematics Standards. BAIP consists of three sets of Web-based resources that are available 24/7 for students and teachers in grades three through high school. Resources include 276 self-contained mathematic lessons structured around five frameworks (i.e., contextual, teaching, lesson, application, and extension); 417 independent online tutorials that provide immediate feedback to students; and a data reporting system that provides teachers with immediate feedback on student performance to facilitate instructional decision making. The materials are suitable for all learners, with particular emphasis on students with disabilities. Two years of field testing have been completed. With the emergence of standards-based instruction and learning outcomes as a central core in current national policy, one would think that the conditions are favorable for integrating technology into the K -12 curriculum. However, although progress is being made, Muir (2007) found that the technology available within schools often lies unused because teachers do not have access or the necessary preparation to use technology-based curriculum resources.Successful integration requires the use of technology that integrates curricula, course objectives, and assessments (Masalski & Elliott, 2002). Without the proper preparation, teachers face difficulty when trying to integrate curriculum objectives, assessments, and technology-a fact that is often overlooked when examining technology integration. Within mathematics, this problem is exacerbated by the broadness of the mathematics standards that must be met and the content knowledge teachers must have in order to effectively teach the content standards.In recent years, there has been growing recognition and consensus that teacher content knowledge plays a critical role in improving students' mathematical learning

A Qualitative Approach to Researching the Evolution of an Innovation through the 20-Year Lens of an R&D Unit in Online Instruction

“…The program focused on teachers, students and parents. BAIP Math resources included 276 selfcontained lessons structured around five frameworks (i.e., contextual, teaching, lesson, application, and extension), 417 independent online tutorials that provided immediate feedback to students, and a data reporting system that provided teachers with immediate feedback on student performance to facilitate instructional decision making (Meyen & Greer, 2010a). The project was funded by the Center on Educational Testing (CET) at the University of Kansas and was developed as an application of the CET work to an online program focusing on students with disabilities.…”

The Impact of a School Board’s One-to-One iPad Initiative on Equity and Inclusion

“…iPads in particular are increasingly being used in school settings (Alberta Education, 2012). Meyen and Greer (2010) offered nine ways in which technology has the potential to support teacher and student needs:…”

“…Given differences in access to technology and the Internet in Canada (Chen et al, 2014;Statistics Canada, 2013), creating more equitable access is important. It is important because it allows all students the same access to the potential benefits of technology (Melhuish & Falloon, 2010;Meyen & Greer 2010), and also because students no longer feel that they "look different" from their peers because they cannot afford common devices. Indeed, small markers of difference that teachers thought might still play a role, such as decorative iPad cases, did not turn out to be an issue.…”