Enhancing Thematic Units Using the World Wide Web: Tools and Strategies for Students with Mild Disabilities

Gardner, J. Emmett; Wissick, Cheryl A.

doi:10.1177/016264340201700103

Cited by 11 publications

(8 citation statements)

References 2 publications

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“…These tools allowed students to interactively construct meaningful devices that aided their scientific inquiry. Gardner and Wissick (2002) pointed out that students with exceptionalities require classroom activities that are meaningful, authentic, and interactive. Why would these tools have a negative impact on the posttest?…”

Section: Discussionmentioning

confidence: 99%

Understanding How Adolescents with Reading Difficulties Utilize Technology-Based Tools

Marino

2009

Exceptionality

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This article reports the findings from a study that examined how adolescent students with reading difficulties utilized cognitive tools that were embedded in a technology-based middle school science curriculum. The curriculum contained salient features of the Universal Design for Learning (UDL) theoretical framework. Sixteen general education teachers implemented the curriculum in 62 inclusive classrooms. Students' (N D 1153) tool use was monitored throughout the four-week curriculum to determine if there was a relationship between students' reading ability, use of cognitive tools, and their comprehension of scientific concepts and processes. Students were grouped into three reading ability levels based on their performance on a standardized reading test. Findings from this study indicate that students who scored below the 50th percentile on the reading assessment utilized and benefited from the tools in highly similar ways. Implications and recommendations for instructional design research and practice are discussed.

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Section: Discussionmentioning

confidence: 99%

Understanding How Adolescents with Reading Difficulties Utilize Technology-Based Tools

Marino

2009

Exceptionality

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“…His article was based on a synthesis of teachers' interview responses and offered practical strategies for using the Internet with students with emotional and learning disabilities. Gardner and Wissick (2002) extolled the virtues of thematic units as one way that the Web could support the curriculum and enhance instruction for students with mild learning disabilities. They presented the key principles to consider when using Web-based activities and recommended strategies and resources to develop thematic units (sets of related learning activities and experiences that can effectively support the teaching of multiple content areas and skills organized around a central topic, idea, or theme).…”

Section: The Web and Educationmentioning

confidence: 99%

Children, teenagers, and the Web

Large

2005

Annual Review Info Sci & Tec

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IntroductionThe rapid penetration of the Web into schools, libraries, and homes since the mid-1990s has opened many opportunities for children and teenagers to enrich their educational, leisure, and social activities. It has also raised issues concerning young people's access to the Web; its educational efficacy; and its potential to foster social isolation, undermine moral well-being, and threaten personal safety. These developments have encouraged research in a number of disciplines to answer such questions as who is using the Web, for which purposes is it being used, what educational role can it play, how can it most effectively be exploited as an information resource, and how can its potentially negative aspects be countered. To date, however, little has been done to synthesize such research, although a good start has been made by Abbas (2003) in her article published in the Encyclopedia of Library and Information Science. Such a synthesis is complicated by the very broad scope of the topic, the multidisciplinary nature of the research literature, and the uneven international distribution of research data.This chapter is organized into seven parts. The first part establishes the scope of the chapter, indicating exactly what aspects from this very broad research area are included and excluded. Part two considers largescale national surveys of access to and use of the Web by children and teenagers. The third part deals with research on the information-seeking behavior of this user community. Part four looks at design criteria for Web sites intended to be used by children and teenagers. Part five focuses on the three main Web applications: education, leisure, and social interaction. The sixth part looks at issues relating to Web content, especially pornographic material, and the personal safety of young Web users in a networked and uncontrolled environment. The final part considers future research agendas in this rapidly developing area. ScopeIn order to make a review of the literature relating to young people and the Web manageable within the limitations of a single ARIST chapter, 347348 Annual Review of Information Science and Technology certain constraints have been imposed. First, we must consider the Web itself. In this review, attention is focused on that part of the Web that is freely accessible via general-purpose search engines and subject directories; other areas of undoubted importance are omitted. Research studies of digital libraries accessible through the Web are not considered here, even though these libraries may be intended specifically for young people, as in the case, for example, of the International Children's Digital Library (Druin, Bederson, Weeks, Farber, Grosjean, Guha, et al., 2003) or the ARTEMIS Digital Library project (Abbas, Norris, & Soloway, 2002). Web-based reference services have also been excluded (a good overview can be found in Lankes, 2003). A considerable research literature can also be found on educational software products that are delivered via the Web (see, for example,...

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“…A final lens for understanding what we have learned lately involves examining the technology topics within each 3,6,7,12,13,20,23,24,25,26,31,32,38,40,42,43,44,45,49,54,56,57,58,59,60,61,62,65,67,68,69,70,71,74,77,78,80,82,85,86,87,89,91,93,95,96,97,98,101,103,104,105,…”

Section: What Did We Learn In 2002?mentioning

confidence: 99%

2002 in Review: A Synthesis of the Special Education Technology Literature

Edyburn

2003

J Spec Educ Technol

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Both scholars and practitioners struggle with the concomitant problems of too much information, inadequate tools for managing information overload, and too little time for professional development. As a result, professionals routinely lament how difficult it is to stay current within their discipline. The purpose of this study was to examine recent additions to the extant knowledge base in special education technology using a methodology known as the comprehensive one-year research synthesis. Two questions guided the inquiry: How widely scattered is the literature on special education technology? and What have we learned lately? The table of contents from each issue of 31 journals in special education technology (n = 5), special education (n = 17), and educational technology (n = 9) published in 2002 were studied. The procedures yielded a corpus of 833 articles of which 221 articles (27%) were judged relevant for this review as contributing to the emerging knowledge base on special education technology research and practice. Analysis of the literature scatter revealed relevant literature could be found in 28 journals but that a core set of 8 journals contributed 58% of the relevant articles. Content analysis of the relevant articles revealed a number of dominant themes in the literature during 2002: alternative and augmentative communication (AAC), assistive technology, instructional design, instructional strategies, multimedia, preservice teacher education, staff development, and technology integration. The major attributes of the comprehensive one-year research synthesis approach are that it simultaneously addresses the problem of information overload and provides a new tool for accessing the knowledge base. Limitations of the one-year research synthesis methodology are discussed along with the implications of this work for future research, development, and practice.

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Enhancing Thematic Units Using the World Wide Web: Tools and Strategies for Students with Mild Disabilities

Cited by 11 publications

References 2 publications

Understanding How Adolescents with Reading Difficulties Utilize Technology-Based Tools

Understanding How Adolescents with Reading Difficulties Utilize Technology-Based Tools

Children, teenagers, and the Web

2002 in Review: A Synthesis of the Special Education Technology Literature

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