Learning Support. 7. Technical Aids and Information Technology.

Autor/inn/en	Faraday, Sally; Harris, Richard
Institution	Further Education Unit, London (England).; Training Agency, London (England).; Skill: National Bureau of Students with Disabilities, London (England).
Titel	Learning Support. 7. Technical Aids and Information Technology.
Quelle	(1989), (28 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Autoinstructional Aids; Computer Assisted Instruction; Computer Simulation; Computer Software; Continuing Education; Courseware; Educational Improvement; Educational Media; Educational Technology; Foreign Countries; Individual Needs; Information Technology; Inservice Teacher Education; Learner Controlled Instruction; Mainstreaming; Media Selection; Postsecondary Education; Special Needs Students; Staff Development; Training; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Selbstinstruierendes Material; Computer based training; Computerunterstützter Unterricht; Computergrafik; Computersimulation; Weiterbildung; Lernsoftware; Teaching improvement; Unterrichtsentwicklung; Bildungsmittel; Unterrichtsmedien; Ausland; Informationstechnologie; Lehrerfortbildung; Medienwahl; Post-secondary education; Tertiäre Bildung; Sonderpädagogischer Förderbedarf; Personnel development; Personalentwicklung; Ausbildung
Abstract	Technical aids and information technology are the subjects of this document, one of 9 modules in an 11-unit resource pack designed to help trainers and postsecondary and continuing education staff meet the needs of special needs students in Great Britain. Having completed the module, staff should be able to: (1) identify technical aids; (2) include the use of technical aids by learners in a course or training program; (3) show how technical aids can help learners with special needs gain access and participate; (4) identify the main uses of information technology (IT) in training and teaching; (5) choose appropriate computer-assisted learning (CAL) software packages to meet special needs; and (6) use two strategies for the application of CAL in a course or training program. The module explains the value of IT for special needs students and how to evaluate CAL programs. For special needs learners, it is recommended that programs should: contain minimal text with clear layout; facilitate instruction recall to the screen with single-key input; contain safeguards for error input so that mistaken input by the student does not result in a program's crashing; contain uncluttered and accurate graphics; allow easy input; permit variation in acceptable language input responses; include simple procedures for modifying the program; and provide for alternative peripheral input, such as joystick, light pen, thumb switch, and touch screen. Appendixes include: an outline of the process to assess study aids and strategies; checklists for context, technical needs, equipment, resources, and learner's needs; a sample questionnaire for obtaining checklist data; and an example of a self-profile used to ascertain the learner's perception of needs. (CML)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC