Professional+Development+and+Assistive+Technology


 * Professional Development and Assistive Technology **


 * 1) **Gillian Smith & Greg O'Connor (2008) Providing teacher professional development to support the implementation of Clicker 5**. Presentation at the Inclusive Learning Technologies Conference 2008, Gold Coast Australia.

Presentation:

Clicker 5 resources: clickerpedia clicker5lifeskills [|www.crickweb.co.uk] [|curriculumSET] [|LearningGrids.com]

**Professional Development and Assistive Technology References**
 * Resources **


 * 1) Alper, S., & Raharinirina, S. (2006). Assistive technology for individuals with disabilities: A review and synthesis of the literature. //Journal of Special Education Technology, 21//(2), 47-64.
 * 2) Archer, J. (1998). The link to higher scores. //Education Week on the Web, October 1//(1998), Retrieved 14/4/07 from http://counts.edweek.org/sreports/tc98/ets/ets-n.htm.
 * 3) Bouck, E., Chin, H. Y., Courtad, C. A., Hunt, P., Meier, B., Okolo, C., et al. (2006). Michigan IDEA partnership assistive technology survey: Exemplary uses and barriers to further uses of assistive technology in Michigan’s schools [Electronic Version]. Retrieved 17/6/06 from http://www.cenmi.org/ideapartner/downloads/ATSurveyExemplaryUses.pdf.
 * 4) Council for Exceptional Children. (2003). //What every special educator must know : The international standards for the preparation and certification of special education teachers.// (5th ed.). Arlington, VA: author.
 * 5) Derer, K., Polsgrove, L., & Reith, H. (1996). A survey of assistive technology applications in schools and recommendations for practice. //Journal of Special Education Technology, 13//, 62-80.
 * 6) Edyburn, D. L. (2000). Technology integration strategies measuring the success of student and teacher technology training. //Closing the Gap, 19//(3).
 * 7) Edyburn, D. L. (2001a). Critical issues in special education technology research: What do we know? What do we need to know? In M. Mastropieri & T. Scruggs (Eds.), //Advances in Learning and Behavioral Disabilities// (Vol. 15, pp. 95-118). NY: JAI Press.
 * 8) Edyburn, D. L. (2001b). Technology integration strategies: Training as a technology integration strategy. //Closing the Gap, 19//(6), 12-13.
 * 9) Edyburn, D. L. (2005). Special education technology competencies. //Special Education Technology Practice, 7//(1), 16-27.
 * 10) Golden, D. (1998). //Assistive Technology in Special Education: Policy & Practice.// Reston, VA: CASE/TAM.
 * 11) Hasselbring, T. S., & Glaser, C. H. W. (2000). The use of computer technology to help students with special needs. //Future of Children, 10//(2), 102-122.
 * 12) Jackson, S. C. (1997). Preservice Special Education Teachers’ Knowledge Of Technology. //National Forum of Special Education Journal, 6//, 27-32.
 * 13) Jackson, V. L. (2003). //Technology and Special Education: Bridging the Most Recent Digital Divide.// Doctral dissertation, Auburn University.
 * 14) Lahm, E. A. (2003). Assistive technology specialists: Bringing knowledge of assistive technology to school districts. //Remedial and Special Education, 24//(3), 141-153.
 * 15) Lahm, E. A. (2005). Improving practice using assistive technology knowledge and skills. In D. Edyburn, K. Higgins & R. Boone (Eds.), //Handbook of Special Education Technology and Research// (pp. 721-746). Whitefish Bay, WI: Knowledge by Design, Inc.
 * 16) Lahm, E. A., & Nickels, B. L. (1999). Assistive technology competencies for special educators. //Teaching Exceptional Children, 32//(1), 56.
 * 17) Michaels, C., & McDermott, J. (2003). Assistive technology integration in special education teacher preparation: Program coordinators’ perceptions of current attainment and importance. //Journal of Special Education Technology, 18//(3), 29-44.
 * 18) Mistrett, S. (2001). //Web-Based Learning: Assistive Technology Training Online Project.// Paper presented at the Center On Disabilities: Technology And Persons With Disabilities Conference 2001, Californa State University.
 * 19) Newton, D. A. (2004). Assistive technology teams: A model for developing school district teams. //Journal of Special Education Technology, 19//(3), 47-49.
 * 20) Skeele, R., & Sardone, N. (2003). AT Attention: Integrating Accessibility Awareness and Computer-Related Assistive Technologies in Teacher Preparation Programs. In C. Crawford, D. A. Willis, R. Carlsen, I. Gibson, K. McFerrin, J. Price & R. Weber (Eds.), //Society for Information Technology and Teacher Education International Conference 2003// (pp. 3222-3229). Albuquerque, New Mexico, USA: AACE.
 * 21) Smerdon, B., Cronen, S., Lanahan, L., Anderson, J., Iannotti, N., & Angeles, J. (2000). //Teachers' Tools for the 21st Century: A Report on Teachers' Use of Technology. Statistical Analysis Report//: National Center for Education Statistics (ED), Washington, DC.
 * 22) Smith, S. J., & Allsopp, D. (2005). Technology and inservice professional development: Integrating an effective medium to bridge research to practice. In D. Edyburn, K. Higgins & R. Boone (Eds.), //Handbook of Special Education Technology and Research// (pp. 777-792). Whitefish Bay, WI: Knowledge by Design, Inc.

**Professional Development and Teching, Professional Development and ICT, and Pedagogy References**


 * 1) Apps, M., & Carter, M. (2006). When all is said and done, more is said than done : research examining constructivist instruction for students with special needs. //Australasian Journal of Special Education, 30//(2), 107-125.
 * 2) Blackall, L. (2005). Digital literacy: how it affects teaching practices and networked learning futures - a proposal for action research. //The Knowledge Tree//, //7//. Retrieved 24/6/07 from http://knowledgetree.flexiblelearning.net.au/edition07/download/c_blackall.doc.
 * 3) Cox, M., Webb, M., Abbott, C., Blakeley, B., Beauchamp, T., & Rhodes, V. (2004). //ICT and Pedagogy - A Review of the Research Literature//. London: BECTA. Retrieved 17/01/08 from http://publications.becta.org.uk/download.cfm?resID=25813.
 * 4) Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. //Phi Delta Kappan, 76//(8).
 * 5) Di Benedetto, A. O. (2005). Does technology influence teaching practices in the classroom? //National Educational Computing Conference 2005 Conference Philadelphia, PA.//, Retrieved 28/07/07 from http://center.uoregon.edu/ISTE/uploads/NECC2005/KEY_6820721/DiBenedetto_NECC_Paper_RP.pdf.
 * 6) Downes, T. (2001). //Making Better Connections: Models of Teacher Professional Development for the Integration of Information and Communication Technology Into Classroom Practice//. Canberra, ACT: Department of Education, Science and Training. Retrieved from http://www.dest.gov.au/schools/publications/2002/MBC.pdf.
 * 7) Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? //Educational Technology Research and Development, 53//(4), 25-39.
 * 8) Findlay, J., Fitzgerald, R., & Hobby, R. (2004). //Learners as customers.// Paper presented at the Specialist Schools Trust Conference, Melbourne, Vic. Retrieved from http://creative.canberra.edu.au/digital/docs/icet2004.pdf.
 * 9) Fisher, T., Higgins, C., & Loveless, A. (2006). //Teachers learning with digital technologies: A review of research and projects//. Retrieved 12/6/07, from http://www.futurelab.org.uk/resources/publications_reports_articles/literature_reviews/Literature_Review129.
 * 10) Franke, M. L., Carpenter, T., Fennema, E., Ansell, E., & Behrend, J. (1998). Understanding teachers’ self-sustaining, generative change in the context of professional development. //Teaching and Teacher Education, 14//(1), 67–80.
 * 11) Glover, D., & Miller, D. (2002). The introduction of interactive whiteboards into schools in the United Kingdom: Leaders, led, and the management of pedagogic and technological change //International Electronic Journal For Leadership in Learning, 6//(24), retrived from [|http://www.ucalgary.ca/~iejll/volume6/glover.html]
 * 12) Goe, L. (2007). //The link between teacher quality and student outcomes: A research synthesis//: National Comprehensive Center for Teacher Quality. Retrieved 20/02/08 from http://www.ncctq.org/publications/LinkBetweenTQandStudentOutcomes.pdf.
 * 13) Hase, S., & Kenyon, C. (2000). From Andragogy to Heutagogy. //UltiBASE//. Retrieved 24/6/07 from http://ultibase.rmit.edu.au/Articles/dec00/hase1.pdf.
 * 14) Hattie, J. (2003). //Teachers make a difference: What is the research evidence.// Paper presented at the ACER Research Conference, Melbourne.
 * 15) Hawkridge, D. (1990). Who Needs Computers in Schools, and Why? //Computers and Education, 15//(1), 1-6.
 * 16) Hedberg, J. G. (2006a). E-learning futures? Speculations for a time yet to come. //Studies in Continuing Education, 28//(2), 171-183.
 * 17) Hedberg, J. G. (2006b). //Searching for disruptive pedagogies: matching pedagogies to the technologies//. Paper presented at the Curriculum Corporation 13th National Conference. Retrieved 13/5/07, from http://cmslive.curriculum.edu.au/verve/_resources/Hedberg_Paper.pdf.
 * 18) Jones, P., West, E., & Stevens, D. (2006). Nurturing moments of transformation in teachers comparative perspectives on the challenges of professional development. //British Journal of Special Education, 33//(2), 82-90.
 * 19) Kinnucan-Welsch, K., & Jenlink, P. M. (1998). Challenging assumptions about teaching and learning: three case studies in constructivist pedagogy. //Teaching and Teacher Education, 14//(4), 413–427.
 * 20) Kozma, R. B. (1991). Learning with Media. //Review of educational research, 61//(2), 179-211.
 * 21) Loveless, A. M. (2003). The Interaction between Primary Teachers' Perceptions of ICT and Their Pedagogy. //Education and Information Technologies, 8//(4), 313-326.
 * 22) Ministerial Council on Education Employment Training and Youth Affairs. (2005). //Pedagogy Strategy : Learning in an Online World//. Carlton South, VIC: Curriculum Corporation. Retrieved from http://www.mceetya.edu.au/verve/_resources/pedagogy_strategy_file.pdf.
 * 23) Mishra, P., & Koehler, M. J. (2007). //Technological Pedagogical Content Knowledge (TPCK): Confronting the Wicked Problems of Teaching with Technology.// Paper presented at the Society for Information Technology and Teacher Education International Conference 2007, San Antonio, Texas, USA. Retrieved from http://www.aace.org/conf/site/mishra_invited.doc.
 * 24) Moseley, D., Higgins, S., Bramald, R., Hardman, F., Miller, J., Mroz, M., et al. (1999). Ways forward with ICT: Effective Pedagogy Using Information and Communications Technology for Literacy and Numeracy in Primary Schools. Retrieved 19/02/08 from http://www.leeds.ac.uk/educol/documents/00001369.htm.
 * 25) Piggot-Irvine, E. (2006). Sustaining excellence in experienced principals? Critique of a professional learning community approach. //International Electronic Journal For Leadership in Learning//, //10 (6)//. Retrieved 05/08/07 from [|http://www.ucalgary.ca/~iejll/volume10/piggot-irvine.htm].
 * 26) Purdie, N., & Ellis, L. (2005). //A review of the empirical evidence identifying effective interventions and teaching practices for students with learning difficulties in Years 4, 5 and 6//: Australian Council for Educational Research. Retrieved from http://www.acer.edu.au/research/programs/documents/literaturereview.pdf.
 * 27) Resnick, M. (2002). Rethinking learning in the digital age. In G. Kirkman (Ed.), //The Global Information Technology Report: Readiness for the Networked World.// Cary, NJ: Oxford University Press. Retrieved from http://llk.media.mit.edu/papers/mres-wef.pdf.
 * 28) Richards, C. (2006). Towards an integrated framework for designing effective ICT-supported learning environments: the challenge to better link technology and pedagogy. //Technology, Pedagogy and Education, 15//(2), 239 - 255.
 * 29) Rowe, K. J. (2006). Effective teaching practices for students with and without learning difficulties: Issues and implications surrounding key findings and recommendations from the National Inquiry into the Teaching of Literacy. //Australian Journal of Learning Disabilities, 11//(3), 99-115.
 * 30) Rowe, K. J. (2007). The imperative of evidence-based instructional leadership: Building capacity within professional learning communities via a focus on effective teaching practice. //Centre for Strategic Education Seminar Series//, Retrieved from http://www.acer.edu.au/documents/Rowe_InstructionalLeadershipFeb2007.pdf.
 * 31) Seau Yoon, F., Ho, J., & Hedberg, J. G. (2005). Teacher understandings of technology affordances and their impact on the design of engaging learning experiences. //Educational Media International, 42//(4), 297-316.
 * 32) Shulman, L., & Shulman, J. (2004). How and what teachers learn: a shifting perspective. //Journal of Curriculum Studies, 36//, 257-271.
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