The Use of Technology to Improve Education

Blended Learning Approach for Students with Special Educational Needs: A Systematic Review

“…The checklist developed by Batten and colleagues (2014) was used for undertaking a quality assessment. Table 2 fell within the quality range from 46.3% (Nepo, 2017) to 87.8% (McPherson and King 2010). The average quality of all the included studies was 66.3%.…”

“…Students in these developed nations could generally be expected to have access to the new technologies such as computer and network based technologies and integrated technologies in their schools, universities, homes and society that makes blended learning a feasible option. However, blended learning is highly context dependent (Nepo, 2017), making it difficult to generalise results between populations and geographical location. The poor of evidence of a blended learning approach to special education in developing countries may be an indicator of some of the challenges associated with technological innovation in areas with poor infrastructure.…”

“…Based on the 22 selected studies, the opportunities and challenges of the blended learning approach for students with special educational needs are following: The opportunities are: 1) Facilitate information delivery (Majinge et al 2014, Trepagnier et al 2011, 2) Using sources (Majinge et al 2014, Trepagnier et al 2011,3)Increases motivation, confidence, self -esteem and enhances their independences (Majinge et al 2014, Lee & Templeton 2008, 4)Create educational activities for use of special education (Mateu et al 2014),5) Collaboration between classroom teachers and service providers and special educators(Sibon-Macarroet al 2014), 6)Promoting social inclusion (Mullick 2013), 7)Providing online personnel development for teachers of learners with severe disabilities (Hanline et al 2012),8)Empower individuals with disabilities, create conditions for self-advocacy and inclusion, and counter negative perceptions of disability (Ratliffe et al 2012), 9)Supporting students with accessing the general education curriculum (Van Laarhoven et al 2011,Gronseth 2011, 10)Enable those with SEN to achieve their full potential, whether in special schools or included within mainstream education(Bonnah et al 2010), 11)Environment interaction (Huang et al 2009). The challenges are: 1)Accessibility to technology particularly in developing countries (Nepo 2017, Lersilp et al 2016, Bouck et al 2012, Ratliffe et al 2012, 2) Backgrounds of student and teachers (Zapf et al 2016, Van Laarhoven et al 2011, McPherson & King 2010, 3) Interdisciplinary collaborations (Staples et al 2014).…”

Blended learning Approach for Students with Special Educational Needs: a Systematic Review

“…The checklist developed by Batten and colleagues (2014) was used for undertaking a quality assessment. Studies listed in Table 2 fell within the quality range from 46.3% (Nepo, 2017) to 87.8% (McPherson and King 2010). The average quality of all the included studies was 66.3%.…”

The Future of Field Experiences in Distance Education:

“…While a substantial body of literature examines the use of virtual environments and technologies in educating hard-to-reach populations (Ally et al, 2014;Bartolome, 2009;Compton & Davis, 2010;Inverso et al, 2017;Nadolny et al, 2013;Nepo, 2016;Saunders, Rutkowski, van Genuchten, Vogel, & Orrego, 2011), little research has been done in how telepresence technologies may effectively bridge the access gap for preservice teachers place-bound geographically. Moreover, the specific factors that influence the CT-ST relationship in telepresence-facilitated field experiences need further exploration.…”