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



Resources
Professional Development and Assistive Technology References

  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.
  33. Stager, G. S. (2002). Computationally-rich constructionism and at-risk learners. Paper presented at the Seventh world conference on computers in education, Copenhagen, Denmark.
  34. Stager, G. S. (2005). Constructive technology as the key to entering the community of learners. Paper presented at the National Educational Computing Conference (NECC), Philadelphia, PA. Retrieved from http://www.stager.org/articles/necc2005paper.pdf.
  35. Stager, G. S. (2006). Has educational computing jumped the sharK? Paper presented at the Australian Conference on Educational Computing, Cairns, Qld. Retrieved from http://www.stager.org/articles/acecshark2006.html.
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  37. Watson, D. M. (2001). Pedagogy before technology: Re-thinking the relationship between ICT and teaching. Education and Information Technologies, 6(4), 251-266.
  38. Webb, M., & Cox, M. (2004). A review of pedagogy related to information and communication technology. Technology, Pedagogy and Education, 13(3), 235-286.