Technology

Book chapter

Riordan, J. and Roberts, M. 2020. Technology. in: Soan, S. (ed.) Why do Teachers Need to Know About Diverse Learning Needs? Strengthening Professional Identity and Well-Being London Bloomsbury Academic.

Publication dates
Authors	Riordan, J. and Roberts, M.
Editors	Soan, S.
Abstract	Technology in 21st century education is important for all pupils, but it can be crucial for those pupils who have additional physical, sensory or academic needs. This chapter will, therefore, provide an overview of technology available for enhancing access to learning for those with special educational needs (SEN), disabilities, or those who are particularly academically able or have a Dual or Multiple Exceptionality (DME) (Montgomery, 2015). It will explore how technology can impact learning in classrooms and suggest how the use of technology in school to support learning could develop in the future. It seeks to help teachers make their classrooms more technologically inclusive for all pupils.
Keywords	Technology in education; Teaching; Special Educational Needs; Inclusion
Year	2020
Book title	Why do Teachers Need to Know About Diverse Learning Needs? Strengthening Professional Identity and Well-Being
Publisher	Bloomsbury Academic
Output status	Published
Place of publication	London
Series	Personal, Social and Emotional Perspectives for Educators
ISBN	9781350083189
Print	25 Feb 2021
Publication process dates
Deposited	19 Nov 2020
Official URL	https://www.bloomsbury.com/uk/why-do-teachers-need-to-know-about-diverse-learning-needs-9781350083189/
References	Ainscow, M. and M. César. 2006. "Inclusive Education Ten Years After Salamanca: Setting the Agenda." European Journal of Psychology of Education 21 (3): 231-238. Alper, S. and S. Raharinirina. 2006. "Assistive Technology for Individuals with Disabilities: A Review and Synthesis of the Literature." Journal of Special Education Technology 21 (2): 47-64. Armstrong, F., D. Armstrong, and Len Barton. 2016. Inclusive Education: Policy, Contexts and Comparative Perspectives. London: Routledge. Biesta, G. 2015. "What is Education for? On Good Education, Teacher Judgement, and Educational Professionalism." European Journal of Education 50 (1): 75-87. Billinghurst, M. and A. Duenser. 2012. "Augmented Reality in the Classroom." Computer 45 (7): 56-63. Bloomberg, K. and H. Johnson. 1990. "A Statewide Demographic Survey of People with Severe Communication Impairments." Augmentative and Alternative Communication 6 (1): 50-60. Borg, J., S. Larsson, and P‐O. Östergren. 2011. "The Right to Assistive Technology: For Whom, for what, and by Whom?" Disability & Society 26 (2): 151-167. Chinn, Steve. 2018. Maths Learning Difficulties, Dyslexia and Dyscalculia. 2nd ed. London: Jessica Kingsley. Costantino, M. A. and M. Bonati. 2014. "A Scoping Review of Interventions to Supplement Spoken Communication for Children with Limited Speech Or Language Skills." PloS One 9 (3): e90744. Deuchar, M. 2013. British Sign Language. London: Routledge. Devarakonda, C. 2012. Diversity and Inclusion in Early Childhood: An Introduction. London: Sage. DFE and DoH. "SEN and Disability Code of Practice 0 to 25 Years." DFE London, https://assets.publishing.service.gov.uk/government/uploads/system/u... Dillenbourg, P. and M. Evans. 2011. "Interactive Tabletops in Education." International Journal of Computer-Supported Collaborative Learning 6 (4): 491-514. Durkin, K., J. Boyle, S. Hunter, and G. Conti-Ramsden. 2015. "Video Games for Children and Adolescents with Special Educational Needs." Zeitschrift Für Psychologie 221 (2): 79-89. Edyburn, D. L., Kavita R., and P. Hariharan. 2017. "Technological Practices Supporting Diverse Students in Inclusive Settings." In The Wiley Handbook of Diversity in Special Education, edited by Marie Tejero Hughes and Elizabeth Talbott, 357-378. Chichester: John Wiley & Sons. Egan, Kieran. 1978. "What is Curriculum?" Curriculum Inquiry 8 (1): 65-72. Equality Act. 2010. www.legislation.gov.uk/ukpga/2010/15/pdfs/ukpga_20100015_en.pdf. Ethnologue. "Ethnologue.", https://www.ethnologue.com/subgroups/sign-language. Hattie, J. 2009. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London: Routledge. Hayhoe, S. 2014. "The Need for Inclusive Accessible Technologies for Students with Disabilities and Learning Difficulties." In Learning in a Digitalized Age: Plugged in, Turned on, Totally Engaged?, edited by L. Burke, 257-274. Melton, UK: John Catt Educational Publishing. ———. 2015. "A Pedagogical Evaluation of Accessible Settings in Google's Android and Apple's IoS Mobile Operating Systems and Native Apps using the SAMR Model of Educational Technology and an Educational Model of Technical Captial.". Hayhoe, S, K Roger, S. Eldritch-Böersen, and L. Kelland. 2015. "Developing Inclusive Technical Capital Beyond the Disabled Students’ Allowance in England." Social Inclusion 3 (6): 29-41. Henwood, K. S., S. Chou, and K. D. Browne. 2015. "A Systematic Review and Meta-Analysis on the Effectiveness of CBT Informed Anger Management." Aggression and Violent Behavior 25: 280-292. Hillman, H. and C. Chapman. 2018. "Biofeedback and Anger Management: A Literature Review." NeuroRegulation 5 (1): 43. Housand, B. and A. Housand. 2012. "The Role of Technology in Gifted Students' Motivation." Psychology in the Schools 49 (7): 706-715. Illeris, K. 2014. "Transformative Learning and Identity." Journal of Transformative Education 12 (2): 148-163. Kahn, J., P. Ducharme, A. Rotenberg, and J. Gonzalez-Heydrich. 2013. "“RAGE-Control”: A Game to Build Emotional Strength." Games for Health: Research, Development, and Clinical Applications 2 (1): 53-57. Law, J., C. Plunkett, and H. Stringer. 2012. "Communication Interventions and their Impact on Behaviour in the Young Child: A Systematic Review." Child Language Teaching and Therapy 28 (1): 7-23. Light, J. and D. McNaughton. 2012. "Supporting the Communication, Language, and Literacy Development of Children with Complex Communication Needs: State of the Science and Future Research Priorities." Assistive Technology 24 (1): 34-44. Mesibov, G. and V. Shea. 2010. "The TEACCH Program in the Era of Evidence-Based Practice." Journal of Autism and Developmental Disorders 40 (5): 570-579. Mitchell, D. 2007. What Really Works in Special and Inclusive Education: Using Evidence-Based Teaching Strategies. London: Routledge. Montgomery, D. 2015. Teaching Gifted Children with Special Educational Needs: Supporting Dual and Multiple Exceptionality. London: Routledge. Moore, A. and H. Lynch. 2015. "Accessibility and Usability of Playground Environments for Children Under 12: A Scoping Review." Scandinavian Journal of Occupational Therapy 22 (5): 331-344. Northcote, M., P. Mildenhall, L. Marshall, and P. Swan. 2010. "Interactive Whiteboards: Interactive Or just Whiteboards?" Australasian Journal of Educational Technology 26 (4): 494-510. Norton, P. and D. Hathaway. 2010. "Video Production as an Instructional Strategy: Content Learning and Teacher Practice." Contemporary Issues in Technology and Teacher Education 10 (1): 145-166. OHCHR. "Report of the Inquiry Concerning the United Kingdom of Great Britain and Northern Ireland Carried Out by the Committee Under Article 6 of the Optional Protocol to the Convention." United Nations Committee on the Rights of Persons with Disabilities. United Nations, https://www.ohchr.org/EN/HRBodies/CRPD/Pages/InquiryProcedure.aspx. Power, M. and T. Dalgleish. 2016. Cognition and Emotion: From Order to Disorder. 3rd ed. New York: Psychology Press. Riordan, J. P. in press. "A Method and Framework for Video-Based Pedagogy Analysis." Research in Science & Technological Education. Robacker, C., C. Rivera, and S. Warren. 2016. "A Token Economy made Easy through ClassDojo." Intervention in School and Clinic 52 (1): 39-43. Siegle, D. 2017. "Technology: Encouraging Creativity and Problem Solving through Coding." Gifted Child Today 40 (2): 117-123. ———. 2015. "Using QR Codes to Differentiate Learning for Gifted and Talented Students." Gifted Child Today 38 (1): 63-66. Slough, S. and M. Connell. 2006. "Defining Technogogy and its Natural Corollary, Technogogical Content Knowledge (TCK)."Association for the Advancement of Computing in Education, March. Swan, B., X-L. Coulombe-Quach, A. Huang, J. Godek, D. Becker, and Y. Zhou. 2015. "Meeting the Needs of Gifted and Talented Students: Case Study of a Virtual Learning Lab in a Rural Middle School." Journal of Advanced Academics 26 (4): 294-319. Todis, B. 1996. "Tools for the Task? Perspectives on Assistive Technology in Educational Settings." Journal of Special Education Technology 13 (2): 49-61. van der Meer, L., J. Sigafoos, M. O’Reilly, and G. Lancioni. 2011. "Assessing Preferences for AAC Options in Communication Interventions for Individuals with Developmental Disabilities: A Review of the Literature." Research in Developmental Disabilities 32 (5): 1422-1431. Wright, J., K. Sheehy, S. Parsons, and C. Abbott. 2011. Guidelines for Research into the Effectiveness of Assistive Technologies (AT). London: Kings College London / De Montford University Leicester. Zabala, J. 2005. "Ready, SETT, Go! Getting Started with the SETT Framework." Closing the Gap 23 (6): 1-3.

Permalink -

https://repository.canterbury.ac.uk/item/8wv62/technology

395
total views
1
total downloads
1
views this month
0
downloads this month

Export as

Related outputs

Teachers' perspectives on the relationship between secondary school departments of science and religious education: Independence or mutual enrichment?

Woolley, M., Bowie, B., Hulbert, S., Thomas, C., Riordan, J. and Revell, L. 2023. Teachers' perspectives on the relationship between secondary school departments of science and religious education: Independence or mutual enrichment? The Curriculum Journal. https://doi.org/10.1002/curj.233

Using video and multimodal classroom interaction analysis to investigate how information, misinformation, and disinformation influence pedagogy

Riordan, J., Revell, L., Bowie, B., Thomas, C., Woolley, M. and Hulbert, S. 2023. Using video and multimodal classroom interaction analysis to investigate how information, misinformation, and disinformation influence pedagogy. Video Journal of Education and Pedagogy. 8 (1), pp. 1-28. https://doi.org/10.1163/23644583-bja10040

Science religion encounters, epistemic trespass, neighbourliness and overlapping domains: theorisation and quantitative evidence of extent

Bowie, R., Aantjes, R., Woolley, M., Hulbert, S., Thomas, C., Revell, L. and Riordan, J. 2023. Science religion encounters, epistemic trespass, neighbourliness and overlapping domains: theorisation and quantitative evidence of extent. Journal of Religious Education. https://doi.org/10.1007/s40839-023-00209-w

Teachers' perspectives on the relationship between secondary school departments of science and religious education: independence or mutual enrichment?

Woolley, M., Bowie, R. A., Hulbert, S., Thomas, C., Riordan, J. and Revell, L. 2023. Teachers' perspectives on the relationship between secondary school departments of science and religious education: independence or mutual enrichment? Curriculum Journal.

Science religion encounters toolkit 12: science and religion in the classroom

Riordan, J. and Bowie, B. 2023. Science religion encounters toolkit 12: science and religion in the classroom. National Institute for Christian Education Research (NICER).

Science and RE teachers' perspectives on the purpose of RE on the secondary school curriculum in England

Woolley, M., Bowie, R. A., Hulbert, S., Thomas, C., Riordan, J. and Revell, L. 2022. Science and RE teachers' perspectives on the purpose of RE on the secondary school curriculum in England. The Curriculum Journal. 34 (3), pp. 487-504. https://doi.org/10.1002/curj.191

Understanding and explaining pedagogical problem solving: a video-based grounded theory study of classroom pedagogy

Riordan, J., Revell, L., Bowie, B., Woolley, M., Hulbert, S. and Thomas, Caroline 2021. Understanding and explaining pedagogical problem solving: a video-based grounded theory study of classroom pedagogy. Research in Science & Technological Education. 41 (4), pp. 1309-1329. https://doi.org/10.1080/02635143.2021.2001450

Pedagogy Analysis Framework: a video-based tool for combining teacher, pupil and researcher perspectives

Riordan, J., Hardman, Mark and Cumbers, David 2021. Pedagogy Analysis Framework: a video-based tool for combining teacher, pupil and researcher perspectives. Research in Science & Technological Education. 41 (3), pp. 906-927. https://doi.org/10.1080/02635143.2021.1972960

A method and framework for video based pedagogy analysis.

Riordan, J. 2020. A method and framework for video based pedagogy analysis. Research in Science & Technological Education. 40 (1), pp. 53-75. https://doi.org/10.1080/02635143.2020.1776243

A material-dialogic perspective on powerful knowledge and matter within a science classroom

Hardman, M., Riordan, J. and Hetherington, L. 2020. A material-dialogic perspective on powerful knowledge and matter within a science classroom. in: Hudson, B., Stolare, M., Gericke, N. and Olin-Scheller, C. (ed.) Powerful knowledge and epistemic quality across school subjects London Bloomsbury Academic.