School Reform and Its Implications for Technology Use in the Future. Identifying Emerging Issues and Trends in Technology for Special Education.

Autor/in	Woodward, John
Institution	COSMOS Corp., Washington, DC.
Titel	School Reform and Its Implications for Technology Use in the Future. Identifying Emerging Issues and Trends in Technology for Special Education.
Quelle	(1992), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Change Strategies; Computer Uses in Education; Demonstration Programs; Disabilities; Educational Change; Educational Improvement; Educational Technology; Educational Trends; Elementary Secondary Education; Instructional Effectiveness; Mainstreaming; Regular and Special Education Relationship; Research and Development; School Restructuring; Teacher Attitudes; Technological Advancement; Theory Practice Relationship; Trend Analysis + Suchen Sie Ihr Suchwort? Lösungsstrategie; Computernutzung; Handicap; Behinderung; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Unterrichtsmedien; Bildungsentwicklung; Unterrichtserfolg; Forschung und Entwicklung; Schulreformplan; Schulumwandlung; Lehrerverhalten; Technological development; Technologische Entwicklung; Theorie-Praxis-Beziehung; Trendanalyse
Abstract	As part of a 3-year study to identify emerging issues and trends in technology for special education, this paper addresses the complex issues of school reform and its relationship to educational technology. School restructuring is discussed in terms of instructional improvement, relationship to the Regular Education Initiative, and the increased professionalism of teaching. Concerns about technology being viewed as the basis for change are raised, such as the failure to integrate computer use into the school's culture within both regular and special education settings. The relationship of special education to the reform of general education is considered in the context of Department of Education priorities and six projects funded under the School Buildings Models Priority research program which encouraged instructional, organizational, and administrative innovations related to educating children with disabilities in the general classroom environment. Preliminary findings have indicated that teachers have difficulty accommodating change because of its fundamental conflict with enduring practices. The difficulty of implementing research results into change at the classroom level is stressed. (Contains 22 references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01