Technology in the 21st Century Classroom for Exceptional Learners
Educational technology, which is applying technology into an online or traditional classroom, is only as successful as the components that it is comprised of. Studies have shown that students in technology rich environments, experienced positive effects on achievements in all major subject areas. Additional technology rich environments enable students to increase achievement in preschool through higher education through regular and special needs settings. Furthermore the attitude to learning and self-concept improve when computing is used as an instruction method. (Schacter, 1999). This article will focus on both the hardware and software aspects of learning in a language arts based classroom.
Teachers have the ability to use a variety of tools in the traditional classroom environment. Tiene and Luft (2001) indicated that tools such as projectors and computers are becoming common place in the classroom. The use of overhead projects is diminishing while the active use of projectors and whiteboards are becoming common place, especially since the Internet flourished. Projectors are used to bring to life three dimensional experiences that a transparency overhead cannot. For example, multimedia, simulations, videos, maps, and even multi-modal tools can be displayed for group based used. Faculties even use educational software in order to teach students skills, including grammar and writing.
Computer-supported writing applications that offer features beyond those of common word processors may be used flexibly to provide additional writing support to students who are struggling (Sturm, Rankin, Beukelman, & Schutz-Muehling, 1997). With Web 2.0 technologies becoming a mainstream part of the educational experience, blog, wikis, edutainment based games, curriculum oriented software, web-based reading assessments, and math intervention software activities all help students improve mastery on the computers. For students with learning disabilities though, educational technology helps these learners most by improving their writing and vocabulary aptitude. According to Sturm et al, “Benefits from computer supported writing range from individuals who have language-learning impairments to those with severe speech and physical impairments. Preliminary research with students who have learning disabilities has shown that word-prompt computer programs can significantly reduce spelling errors and improve attitudes towards writing” (p. 148). There are a variety of tools that are available in the educational technology market that have proven to enhance a learner’s grammar and vocabulary.
The most recognized tool on the market is Ultimate Vocabulary. While Ultimate Vocabulary is well known for its ability to help learners prepare and grow for standardized test such as the GRE, SAT, and GMAT’s, it also offers other strong benefits. First, Ultimate Vocabulary has the potential to improve a learners’ spelling. For example, when a learner reads an email or a business proposal full of spelling errors, one may be considered unpolished and uneducated. Tools like this can help professionals stop such challenges. For students with exceptional learning issues, it teaches them the rudimentary skills needed to spell correctly. Students with learning disabilities also have a challenge expressing themselves. Learning tools such as Ultimate Vocabulary equip the learner to better handle expressing ones ideas articulately. It also has the ability to help the learner improve their reading comprehension and analysis skills. It teaches the learner how to understand concepts when they are being read. Tools such as Ultimate Vocabulary are important for the learning process, especially for those with learning disabilities as they not only help foster a rich learning experience, but also help facilitate educational growth in ways a mainstream learning experience may not be able to.
References Cited
Schacter, J. (1999). The impact of educational technology on student achievement: What the most current research has to say. Milken Research Exchange. Retrieved on May 14, 2009, from http://www.sbceo.k12.ca.us/~ims/techcen/EETT/ImpactofET.pdf
Sturm,J.M., Rankin,J.L., Beukelman,D.R. & Schutz-Muehling, L. (1997). How to select appropriate software for computer-assisted writing. Intervention in School and Clinic, 32(3), 148-161
Tiene, D., & Luft, P. (2001). Teaching in a technology-rich classroom. Educational Technology, 41(4), 23-31.
