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Teacher Education and Principles of Effective Assistive Technology Implementation

Teacher Education and Principles of Effective Assistive Technology Implementation

Jennifer Courduff, Amy Duncan, Joanne Gilbreath
Copyright: © 2014 |Pages: 15
ISBN13: 9781466650152|ISBN10: 146665015X|EISBN13: 9781466650169
DOI: 10.4018/978-1-4666-5015-2.ch013
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MLA

Courduff, Jennifer, et al. "Teacher Education and Principles of Effective Assistive Technology Implementation." Assistive Technology Research, Practice, and Theory, edited by Boaventura DaCosta and Soonhwa Seok, IGI Global, 2014, pp. 192-206. https://doi.org/10.4018/978-1-4666-5015-2.ch013

APA

Courduff, J., Duncan, A., & Gilbreath, J. (2014). Teacher Education and Principles of Effective Assistive Technology Implementation. In B. DaCosta & S. Seok (Eds.), Assistive Technology Research, Practice, and Theory (pp. 192-206). IGI Global. https://doi.org/10.4018/978-1-4666-5015-2.ch013

Chicago

Courduff, Jennifer, Amy Duncan, and Joanne Gilbreath. "Teacher Education and Principles of Effective Assistive Technology Implementation." In Assistive Technology Research, Practice, and Theory, edited by Boaventura DaCosta and Soonhwa Seok, 192-206. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5015-2.ch013

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Abstract

The effective implementation of Assistive Technology (AT) is transformative for teacher practice and student learning outcomes. Educators who embrace this effort are faced with a set of challenges that are not found in typical technology integration efforts. In order to deeply integrate technology into instruction and learning, a change in pedagogy is required. In this chapter, the focus is to identify the unaddressed perspectives that impede technology implementation in diverse learning environments. When this unique set of perspectives is addressed, strategies for effective practice can emerge. First, there is a discussion on special education law and AT. Next, foundations of AT and effective implementation strategies at the classroom level are discussed. The process by which teachers can be supported in integrating technology tools into learning tasks is reviewed. A matrix that connects student-learning tasks with technology tools common to every classroom is presented. The importance of making emotional connections and providing time to practice and share in an environment where failure is seen as an opportunity for growth is provided. Finally, systemic implementation issues and strategies for success are shared.

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