Design and Implementation of a Software Training Program for Students with Learning and Behavioral Disabilities.

Autor/in	Seferian, Robert
Titel	Design and Implementation of a Software Training Program for Students with Learning and Behavioral Disabilities.
Quelle	(2000), (145 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Praktikumsbericht; Assistive Devices (for Disabled); Behavior Disorders; Computer Assisted Instruction; Computer Literacy; Computer Uses in Education; Educational Technology; Individualized Education Programs; Internet; Keyboarding (Data Entry); Learning Disabilities; Lesson Plans; Middle School Students; Middle Schools; Multimedia Instruction; Teaching Methods; Word Processing + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Computerkenntnisse; Computernutzung; Unterrichtsmedien; Individualized education program; Individualisierendes Lernen; Texterfassung; Learning handicap; Lernbehinderung; Lesson planning; Unterrichtsplanung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Multimediales Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Textverarbeitung
Abstract	This practicum was designed to increase the skills of 13 middle school students with learning and behavioral disabilities in the use of personal productivity software. In addition, teacher training and motivational activities were included. Consultation with the school technology instructor and creative scheduling provided the students with hours of training in the technology lab. Celebrations were held regularly and included presentation of awards and guest speakers. Lesson plans were developed that were designed to teach the students the basic functions of the word processing, multimedia, spreadsheet, and Internet functions of the software available on the computers in the school setting. Training was provided to the teacher to effectively plan for and supervise the students throughout the implementation period. Surveys as well as pretest and posttest data showed that the majority of students increased their knowledge of the available technology. The students were able to produce documents, spreadsheets, and multimedia presentations. The data showed that the students felt more competent to complete academic tasks after the training. The teacher also became more confident with integrating technology into the students' individualized education programs. Appendices include the lesson plans and evaluation results. (Contains 11 tables and 41 references.) (CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01