JSET ejournal
Associate Editor Column
Cheryl Wissick
Evaluating a Text for a Special Education Technology Course
For an instructor teaching a special education technology
course or a coordinator preparing staff development, a number
of resource materials and textbooks are available. An instructor
can base textbook selection on whether the goals are skill based
or more theoretical in nature. In addition, instructors also
need to consider whether the course focuses specifically on assistive
technology and devices or combines assistive technology with
instructional technology issues. For this column, I worked with
seven reviewers selecting and providing information on texts
related to technology, technology integration, special education,
and assistive technology. We were not able to review every text
available related to technology but focused on primary ones that
could be used in introductory courses. In addition, by the time
this review is printed new texts may be published and some of
the editions in this review may also be under another revision.
We worked collaboratively to prepare individual summaries of
each text highlighting major features. More importantly we developed
a comprehensive matrix comparing features of each text. Together
we created seven categories for comparison: (a) visual layout,
(b) organization, (c) technology integration planning, (d) educational
technology in context, (e) administrative planning, (f) skills
related lessons, and (g) assistive technology features. The first
six textbooks reviewed provide excellent resources for teaching
an introductory technology course or integrating technology and
adaptations into the curriculum. In contrast the last text represents
a comprehensive approach for preparing teachers to meet the technology
needs of students with disabilities. Taken as a whole we are
not recommending one text over another. Instead, we have tried
to provide sufficient information for instructors to make an
informed choice regarding a text to meet individual needs for
a course or workshop.
Roblyer, M. D. & Edwards, J. (2000).
Integrating Educational Technology into Teaching (2nd ed.). NJ : Merrill-Prentice Hall.
Guest Reviewers: Kenneth Gillam and George Johnson
Roblyer and Edwards have written a comprehensive and logically organized text. The authors provide historical foundations in educational theory, descriptions for the why, and prescriptions for the how of technology resource integration. This contextual setting orients, grounds, and trains the educator toward sound pedagogy and practice. After reading this text, an educator will be prepared to integrate technology resources effectively. Both educators and administrators will benefit from the information presented in the text.
The authors do not focus on specific computer applications or brand-name technological products. Examples of application types are used instead to describe effective integration. Also included in the text is a well-written chapter focused on the needs of special education. Many educational technology texts omit or misrepresent the needs of this area. Second revision improvements are noted in the introductory chapter reflecting reasoned changes that enhance the conceptual focus of the text. In addition, a CD-ROM database of technology integration accompanies this text. This CD-ROM is based on national curriculum standards and multiple instructional practices. Activities found within this media are meaningfully tied to chapters in the text.
The focused context of this introductory text allows the reader to concentrate on the nature of technology resource integration. The text has a preK-12 focus, but an instructor could easily bridge into higher education and administration by adding additional resources on the conceptual aspects of technology integration in this environment. The authors do a thorough job of representing theoretical foundations in this text, but more emphasis than a single chapter on the stages of planning and implementation might be appropriate for some audiences. Instruction could be supplemented with exemplars of planning practices.
In summary, the text is comprehensive and well structured. Each chapter is outlined by a series of objectives and descriptive topics. Contents include; illustrative screens, summary tables and matrices of essential information, descriptive examples, teacher designed lesson plans, and end of chapter exercises with references to supporting resources. The authors designed the book to provide a combination of understanding in the theory with practice within the dynamic field of technological resource integration. It is an exceptional text for use in tutoring pre-service teachers, outlining workshop presentations, and anchoring graduate-level courses for resource specialists and educators.
Newby, T.J., Stepich, D.A., Lehman, J.D. & Russell, J.D.
(2000).
Instructional Technology for Teaching and Learning: Designing
Instruction, Integrating Computers, and Using Media (2nd ed.).
Upper Saddle River, NJ: Prentice Hall.
Guest Reviewer: LoraLee Smith Canter
Newby, Stepich, Lehman, and Russell's textbook, integrates
instructional design, instructional media, and instructional
computing in an effective manner for pre-service and in-service
teachers learning how to increase learning by designing lessons
that use technology. The authors present different aspects of
instructional design, media and computing within a model they
call PIE Plan, Implement, Evaluate.
The first section of the text, chapters 1, 2, and 3 provides
a comprehensive introduction to the text and instructional technology.
Chapter 1, "Learning, Instruction and Technology,"
centers on the concept of learning and how it can be enhanced
by technology. Chapter 2, "Theory and Application,"
discusses theoretical teaching and learning foundations and how
they apply to students. Chapter 3, "Computer Tools for Teaching
and Learning," presents an overview of computer applications.
The second section, chapters 4, 5, &, 6, deals with planning.
Chapter 4, "Developing a Plan," provides guidance on
designing instruction and describes what the authors delineate
as the first four components of a plan: students, objectives,
learning environments and instructional activities. Chapters
5 and 6, "Identify Methods and Media for Learning"
and "Selecting Media and Materials" respectively, continue
the planning components covering methods and media and instructional
materials used in designing technology-based instruction. Section
three, chapters 7, 8, & 9, examines implementation from the
perspective that learning is a function of content and the way
students interact with content. This section emphasizes the importance
of knowing how to use the different types of media and methods.
Chapter 7, "Using Methods and Media", discusses specific
and general principles for using media. Chapter 8, "Utilizing
Computers," explores ways students can use computers to
enhance learning and discusses computer assisted instruction
(CAI) as using the computer as a teacher. Chapter 9, "Using
the Internet and Distance Education," relates Internet usage
to the PIE model and discusses distance education. The final
section, Section four, chapters 10 & 11, discusses evaluation.
Chapter 10, "Evaluation of Students and Materials,"
focuses on evaluation for the purpose of improved learning and
how the computer can assist in the evaluation process. Chapter
11, "Technology and Learning Today and Tomorrow," examines
the past, present and future of instructional technology.
The text has some very attractive features, not least of which
is the companion Web site http://prenhall.com/newby. This Web
site clearly and comprehensively presents the topics covered
in the text. It includes additional features such as a syllabus
builder and course management tools as well as additional information
related to the topics covered in the text. The text is logically
organized and provides a continuity of presentation throughout.
Each chapter is prefaced with an advanced organizer and contains
relevant and pertinent toolboxes (toolboxes are highlighted in
blue and include information of technology tips, tools and techniques).
Additionally, the authors provide reflective questions, applications
in learner-centered classrooms and suggestions for reflective
activities. This text can be described as user friendly and can
be used in any course dealing with instructional design and technology.
Overall this is a good text, however more emphasis could be given
to teaching diverse learners (i.e., multicultural issues and
issues dealing with learners with disabilities). The topic of
teaching diverse learners is one that needs to be addressed and
could be effectively presented in a text dealing with instructional
technology. An instructor planning to use this text should be
aware of the possible need to search for supplementary materials
that address the issues of meeting the needs of diverse learners
in school.
Geisert, P.G. and Futrell, M.K. (2000).
Teachers, Computers and Curriculum: Microcomputers in
the Classroom (3rd ed.). Boston: Allyn and Bacon.
Guest Reviewer: Carol Vesh
When educators acknowledge and accommodate for individual
student differences, they enhance student achievement by enabling
students to use strategies in a variety of learning situations.
The use of strategies will increase a learner's self-efficacy,
motivation to learn, and task completion. Teachers can use technology
as one strategy to increase student learning.
Teachers, computers and curriculum: Microcomputers in the
classroom could be used during the instruction of pre-service
teachers learning to integrate technology in the classroom. This
soft-back book contains ten chapters and six primers. Each chapter
has goals and objectives, a chapter summary and review, finally
followed by suggested activities. Sections entitled "Worth
a Look: Software", and "Worth a Look: The Web"
follow each chapter. The authors incorporate information from
learning strategies to knowledge of basic computer technology
and simple basic programming.
The authors focus on curriculum objectives for computer literacy,
computer science, and computer use. The authors organize the
text by computer skills and provide information on hardware,
application software, software evaluation, programming information,
problem solving approaches, and cognitive strategies. They portray
the computer as more than a tutorial tool. Students with special
needs are addressed in terms of adaptive hardware for input and
information reception. Although no glossary of terms is provided,
the authors define terminology within the text. Through the use
of sketches, flowcharts, and cartoons, the authors present a
practical approach to the use of technology in the classroom,
thus creating a learner-centered curriculum.
Geisert and Futrell provide an evaluation of courseware by assessing
process, design, and effectiveness. The book contains a comprehensive
checklist for the reader. Case studies of three schools involved
in the process of integrating technology provide models for technology
use. The final chapter includes a vision of government integration
into the use of microcomputers for the classroom of the future.
This book is a comprehensive learning tool that provides practical
instructional technology information to pre-service teachers
for enhancing the student learning environment.
Male, M. (1997).
Technology for Inclusion: Meeting the special needs of all students (3rd ed.). Boston: Allyn & Bacon.
Guest Reviewer: Ann Pitts
Mary Male's Technology for Inclusion: Meeting the Special Needs of All Students is intended as a textbook for higher education, however it can also serve as a reference book for teachers, administrators, coordinators, and parents. The soft cover and small size are no indication of the usefulness of this book. The author has based the information in the text in research, observations, and pilot tests of real-life situations.
Male has written a logical sequence for using technology to meet the needs of all students in an inclusion setting. Section one, "Building Collaborative Relationships," addresses the interacting roles of students, teachers, and parents using technology in the inclusion process. Section two, "Teacher and Student Productivity: Promoting Academic, Cognitive, and Language Development through Technology," addresses using technology to meet academic needs of school-aged students. Section three, "Providing Access to Technology," includes identifying special technology needs, selecting appropriate software, funding issues, and dealing with school policy.
Each chapter includes stated learner outcomes, definitions, activities involving technology, and personal/professional productivity suggestions. The book is neither intimidating nor overwhelming. Each chapter contains pages with bold headings, as well as a variety of charts, tables, and illustrations. Indices of software titles and hardware products are listed in the back. Male has also provided activities at the end of each chapter for the reader to use or expand upon information presented in the chapter. Her last chapter addresses school policy issues and dealing with changes.
This text is worth the investment for special educators. Male specifies references for software, hardware, and assistive technology. Overall, she provides invaluable information for technology integration with a wide range of students and presents techniques for collaborating with other professionals and parents.
Bender, R. L. and Bender, W. N. (1996).
Computer-Assisted instruction for students at risk for ADHD, mild disabilities, or academic problems, Boston: Allyn and Bacon.
Guest Reviewer: Karen Coughenour
Teachers have always been expected to teach students with varying ability levels. However, the current practice of including students with mild disabilities in the regular classroom challenges teachers to find ways to instruct increasingly diverse groups of students. Technology can be of tremendous help to teachers in inclusive settings. Effective use of computers and computer assisted instruction (CAI) can benefit students as well as teachers. For students, it can significantly enhance learning by providing them with extra help in the skill areas in which they are deficient. CAI can increase job satisfaction for teachers by allowing them to devote sufficient attention to all students and providing them with another avenue to individualize lessons.
This book contains valuable information on integrating CAI into the classroom. Each of the seven chapters is an individual unit, making the book appropriate for teachers with varying levels of computer skills. Any teacher who can turn on a computer and insert a floppy disk into the correct drive is ready for this book. They simply need to read each chapter and complete the exercises to learn how to incorporate computer-assisted instruction into their classrooms. Teachers with more advanced computer skills can glance at the objectives at the beginning of each chapter and skip the chapters addressing skills they already possess. This text serves as a resource for educators. For example, in chapter 7 the authors provide suggestions for obtaining funds to support CAI and include a sample of a completed block grant. In addition, they provide descriptions of various software and of assistive technology devices and addresses of software companies in the appendices.
As a type of how-to manual, this text includes basic information such as determining how much memory a computer has and what types of drives are available. One specific section contains information on adapting classroom computers for students with disabilities. Special devices such as touch screens and adaptive keyboards are described. The authors include descriptions of software program design and discuss software designed for mastery practice, simulations, life skills, problem solving, and specific subjects. The authors also provide teachers suggestions on how to evaluate software so that they choose the programs that are best suited to their students' needs. The chapter on the effective use of multimedia in the classroom uses computer screen images as examples. In addition to student computer use, the authors also discuss ways teachers can use computers for management tasks. They describe programs that allow teachers to chart student attendance, record grades, and generate individual educational programs.
This book contains an array of reproducible charts and forms that allow teachers to apply the information learned to their class. Examples include charts for tracking student use of specific programs, forms for software evaluation, forms detailing a specific computer's capabilities, forms that allow teachers to briefly describe student characteristics, and charts for reproducible schedules. This book was published in 1996 and has not been updated. As a result some of the information on software sources may not be current. However, after reading this book, even novice teachers should be successful in implementing computer-assisted instruction.
King, T.W. (1999).
Assistive technology: Essential human factors. Needham Heights,
MA: Allyn & Bacon.
Guest Reviewer: LoraLee Smith Canter
Thomas King's book examines assistive technology from the
perspective of individuals with special needs, their families
and the professionals who work with them. The author discusses
how these persons interact with, use, and understand assistive
technology. As the title reflects, King is concerned with the
human factors involved in the utilization of technology. His
book is primarily based on the work of Kantowitz and Sorkin (1983),
Norman (1988), and Sanders and McCormick (1993). King also includes
his experiences working with assistive technology.
King is concerned with the hows and whys of assistive technology.
The basic premise of the book is that the more we understand
assistive technology and how individuals interact with it, the
better we will utilize it to assist individuals with special
needs. This book would be beneficial for those professionals
working with individuals with physical and multiple disabilities
who use technology to function in society. The author does a
good job of reviewing different types and levels of assistive
technology and his mini-case studies add concrete evidence of
the human factors in assistive technology. This text would not
be appropriate for those professionals primarily concerned with
issues on curriculum and integrating technology into instruction.
Lindsey, J. D. (2000).
Technology and exceptional individuals. (3rd ed.). Austin, Texas: Pro-Ed.
Guest Reviewer: Windy Schweder
Lindsey's edited book could serve as a field manual for professionals. This comprehensive text is an excellent resource for preservice teachers who are majoring the field of special education technology. Lindsey divided his book into four sections. The first section (chapters 1 through 3) is entitled "Foundations" and includes information on hardware and software issues.
In Chapter One, "Technology and Exceptionality Foundations," authors Edward Blackhurst and Elizabeth Lahm give an introduction to the use of technology with exceptional populations. The authors give a brief overview of students with different types of disabilities and define terms such as assistive and information technology. They introduce a functional model that can be used when thinking of technology for individuals with disabilities. This model can help determine the types of services and assistive technology that work best with an individual with a disability. Chapter Two, "The Hardware Domain," authors Carl Steinhoff, Teresa Jordan, and Beatrice Babbitt, give a basic summary of how a computer works. They describe and define pieces of hardware such as a mouse and central processing unit. In addition, they identify equipment that can be used by individuals with disabilities such as switches, a light pen, and touch screen. In Chapter Three, "The Software Domain," author James Weibe begins with a brief historical perspective of software. He then introduces the reader to various types of software such as system software (e.g., operating systems) and application software (e.g., word processors, spreadsheets, desktop publishers).
The second section (chapters 4 through 8), "The Technology Program, Access, and Productivity" focuses on instruction and technology integration. In Chapter Four, "Planning and Implementing Technology Programs in Inclusive Settings," authors Ted Hasslebring and Brian Bottage provide a scaffold for developing and executing a technology program in inclusive settings. The authors examine what professionals have learned regarding the use of technology to aid in learning. In addition, Hasslebring and Bottage discuss what a technology plan should entail, including the formation of a planning committee where all voices are heard while evaluating the current and future needs of students in inclusive settings.
In Chapter Five, "Access to Technology: Removing Hardware and Other Barriers," Susan Garber and Judy Rein discuss ways technology can be used to improve the education of students with disabilities in inclusive settings. The authors stress the importance of using good judgment to ensure that the adaptive equipment does not become an obstacle for a person with a disability. Educators should consider the factors of who, what, where, and how much technology is appropriate to use.
In Chapter Six, "Software Evaluation and Development," author Florence Taber-Brown gives a rationale for evaluating software. In addition, the author provides an evaluation plan that can be used when reviewing commercial and teacher-made software for use in the classroom. For example, the software should be non-threatening, motivating, age appropriate, and provide immediate feedback.
In Chapter Seven, "The Use of Technology to Enhance Personal Productivity," authors Jim Gardner and Dave Edyburn examine the use of technology to increase the efficiency of special educators. One way this can be accomplished is by completing the special educators' professional productivity toolbox included in the chapter. This toolbox identifies many core skills (e.g., word processors, presentation software, and virus protection) needed by educators to become efficient in their profession. In addition, the authors discuss ways professional development can be used to enhance professional output.
Edyburn and Gardner also wrote Chapter Eight, "Supporting Effective Instruction." In this chapter, the authors propose that effective instruction occurs when teachers create his or her own image of what technology integration looks like for their students in meaningful, authentic ways that promote higher-order thinking skills. In addition, they introduce a four-phase model for integrating technology and sample lesson plans for using technology to teach all students. They describe the four phases as selection, acquisition, implementation, and integration.
Section three (chapters 9 through 13) entitled "Specific Inclusive and Categorical Applications" focuses on matching technology with specific disabilities. Many chapters in this section begin by giving brief characteristics often seen in individuals with different types of disabilities. In Chapter Nine, "Technology for Individuals with Mild Disabilities," Cynthia Okolo discusses the many ways technology can be used to teach students with mild disabilities. Common guidelines in using technology are included and suggested activities and commercial products are discussed. For example, Okolo gives recommendations for how a word processor can be used to help students produce legible work by using such features as spell checkers, dictionaries, and thesauruses. In addition, she describes commercial software products that can be used to teach computation, estimating, money, and time to those with mild intellectual disabilities. The author gives suggestions for what to look for and avoid when choosing effective instructional software for this population. For example, when purchasing software, teachers should avoid programs that take too much time to load or have graphics that are unrelated to instructional objectives.
Chapter Ten, "Technology for Individuals with Speech and Language Disorders," author Paula Cochran discusses the ways technology has improved the lives and education of those who have speech and language disorders. For example, technology has improved the way speech and language pathologists and audiologists manage record keeping. In addition, computers can now speak for those who previously could not and serve as instructional aides during speech-language therapy. Computers can aid in oral language and literacy of those with disabilities.
In Chapter Eleven, "Technology for Individuals with Severe and Physical Disabilities," author John Langone provides a summary of technology available for individuals with severe disabilities. In the chapter Langone stresses the importance of using technology in integrated settings to improve independence, learning, and the quality of life for those with these types of disabilities. Examples for using adaptive equipment such as alternative keyboards and switches for those with disabilities are given. In addition, the author discusses the use of multimedia instruction to extend anchored instruction. Langone offers technology solutions for those with severe and physical disabilities such as environmental control, mobility, and communication and information access.
Ronald Kelly in Chapter Twelve, "Technology for Individuals Who Are Deaf, Hard of Hearing, Blind, and Partially Sighted," examines many of the educational obstacles for those who are deaf, blind, deaf-blind, and those who have limited vision or hearing loss. Later, he describes the different ways computers can be used to aid those individuals with these types of disabilities. For example, Kelly describes the use of student captioning to help narrate, summarize, or script video segments for use with those who are deaf or have hearing loss. In addition, speech synthesis, large print, and Braille applications can be used to facilitate the education of those students who are blind or have vision impairments.
In Chapter Thirteen, "Technology for Individuals with Gifts and Talents," Evelyn Dale discusses the many ways technology can enhance the education of those who are gifted and talented. She begins by giving a brief description of this population and a review of the literature regarding the use of technology for those who are gifted and talented. Computer assisted instruction (CAI) such a tutorials and simulations are described as effective applications to be used with those who are gifted. In addition Dale examines the many ways software can transform the computer into a tool to create, compose, and design. She describes activities using word processors, spreadsheets, databases, and multimedia programs. The author closes by stating the importance of teaching future, legal, ethical, and social issues of technology to those who are gifted and talented such as privacy issues and the inappropriate behavior of individuals on the World Wide Web.
Section four entitled "Technology Evaluation, and Research Concepts" includes only chapter 14. In this chapter, "Evaluating Models for Technology Applications," Earl Cheek Jr., Kenton Denny, and Gary Rice discuss the methods for assessing technology programs. In addition, the authors provide procedures for conducting research to add to the current literature base regarding technology and those with disabilities.
Editor Jimmy Lindsey adds many appendices to assist the reader. Appendix A contains technology glossary defining such terms as artificial intelligence and upgrade. Appendix B, written by Chanda Ghose and Barbara Guillory, provides a short history of computer technology. They begin with the anatomy of a computer and ends with a discussion of current and future computer developments. Appendix C, by Stephen Puster describes a number of computer languages. Examples of the languages discussed include a range from Logo, C++, HTML, to Java. In Appendix D authors Earl Cheek Jr., Kenton Denny, and Gary Rice, describe the future of technology for individuals with disabilities.
In Appendix E, Henry Thibodeaux, Jana Brinkley, and John Avis provide the reader with core competencies for those professionals who teach individuals with disabilities. They list competencies in four groups by age: infant, toddler, and early childhood, elementary school, middle school, and secondary and postsecondary levels. In Appendix F, Henry Teller, Lee Terrio, and Stephen Oshrin, present a sample of instructional programs that can be used with individuals who have disabilities. They categorize software into the subject areas of social studies, reading, career awareness/vocational education, and school and class management. They also include a list of useful Web sites. In Appendix G, Robert Reid, Kim Allard, and Alan Hofmeister describe how to assess instructional software using the SECTOR Courseware Evaluation Form. The authors include a copy of the five page form in the appendix. Appendix H, by Rodney Woods includes a list of books, magazines, and Web sites which can be used to help the reader learn more about the Internet. The last Appendix, I, by David Fuller includes the names, addresses, phone numbers for a number of hardware and software companies.
Editor Jimmy Lindsey has organized a comprehensive text and resource guide for special educational professionals who want to understand the issues regarding instructional and assistive technology. The authors in this text have done a thorough job focusing on the theoretical issues of technology in special education. Some of the authors have included models of student activities and examples of lessons. Instructors who have pre-service teachers who are novice computer users or not familiar with instructional software applications will need to supplement with additional guides and activities. Instructors who teach methods courses in disability areas could use specific chapters of this text to integration the use of technology. Professionals who serve as leaders for technology integration in their district or advise assistive technology teams should place this text in their resource library.
Summary
After reading all the reviews and studying the matrix
comparing the features in each book, we invite all of you
who are instructors and workshop leaders to consider your options.
We hope we have provided you with enough information to make
informed choices.
_______________________________________________________________________
I welcome submissions to the software and book review column.
Of particular interest are reviews or descriptions of software
development and design. If you have ideas or want to submit a
review, please contact Cheryl Wissick at cwissick@sc.edu.
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