Using Technology to Provide Opportunities to Respond in Synchronous Online Learning Environments

Autor/inn/en	Cook, Sara Cothren; Nelson, Gena; Friedheim, Natanya; Bass, Byron C.; Colburn, Geena; Figueira-Savella, Misty; Halaby, Gabby; Hoadley, Nancy; Rohde, Lauryn
Titel	Using Technology to Provide Opportunities to Respond in Synchronous Online Learning Environments
Quelle	In: Intervention in School and Clinic, 59 (2023) 2, S.87-95 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cook, Sara Cothren)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/10534512221140508
Schlagwörter	Educational Technology; Technology Uses in Education; Synchronous Communication; Online Courses; Elementary Secondary Education; Students with Disabilities; Student Needs; Small Group Instruction; Direct Instruction; Videoconferencing; Modeling (Psychology); Cooperative Learning; Teaching Methods; Learning Disabilities; Behavior Disorders; Emotional Disturbances; Autism Spectrum Disorders + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Modeling; Modelling; Modellierung; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning handicap; Lernbehinderung; Gefühlsstörung; Autism; Autismus
Abstract	The increase in enrollment in online programs for Grades K-12 students, including students with disabilities, requires teachers to consider how to provide effective online instruction. Although schools may offer students a fully online curriculum, teachers serve an essential role in supporting students with disabilities in meeting (a) learning goals of the online curriculum and (b) individual needs as outlined in the Individualized Education Program (IEP). Because students with disabilities often need targeted instruction to meet their academic and behavioral needs, teachers should consider integrating small group synchronous instruction to supplement fully online curricula. This article provides teachers with guidance on how to select appropriate online tools and technology to increase opportunities to respond throughout the main components of explicit instruction (i.e., modeling, guided, and independent practice). (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01