Search results for author:"Sean Smith"
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Commentary: A Response to an Interview With Joseph South by the Teacher Education and Technology and Media Divisions of the Council for Exceptional Children
Marcia L. Rock; Sean Smith; Cathy Newman Thomas; Kelley Regan; Eleazar Vasquez III; Michael Kennedy; Lisa Dieker; Anya Evmenova; Cindy Okolo; Margaret Bausch
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 3 (September 2017) pp. 301–311
Thriving in the digital age workplace requires, in part, professionals who think differently about how they prepare the next generation workforce. Teachers and teacher educators are no exception. When reflecting on how today’s teacher educators...
International Journal of Research Studies in Educational Technology Vol. 6, No. 1 (Oct 04, 2016)
Online education, hybrid courses, and other types of distance learning opportunities continue to revolutionize and change how institutions, faculty, and learners approach and evaluate higher education options. While the technological options,...
Journal of Special Education Leadership Vol. 29, No. 2 (2016) pp. 89–100
This article explores the manner in which teachers and district leaders can further determine whether or not the digital materials they are considering are accessible for all learners--particularly those with disabilities--and appropriate to the...
Case in Point: A Statewide Blended Learning Initiative for Students with Disabilities: What Makes It Work? A Director's Perspective
Journal of Special Education Leadership Vol. 29, No. 2 (2016) pp. 113–116
When the North Carolina Virtual Public School (NCVPS) began their experiment with a blended statewide Occupational Course of Study (OCS) (see http://ncvps.org/ocs-blended-learning) program for high school students with intellectual and other...
Journal of Special Education Leadership Vol. 29, No. 2 (2016) pp. 101–112
This study, conducted by researchers at the Center on Online Learning and Students With Disabilities, investigated parent perceptions and experiences regarding fully online learning for their children with disabilities. Results suggest that with the ...
The Journal of Distance Education / Revue de l'ducation Distance Vol. 28, No. 1 (Mar 04, 2014)
This article is about peer-to-peer learning amongst students within K–12 virtual schools. This issue is examined through a case study of experiences of three students with disabilities enrolled in one virtual school and that of their parents,...
TEACHING Exceptional Children Vol. 46, No. 5 (2014) pp. 117–126
Families choose to enroll their children in fully online schools for many reasons. Online schools offer the possibility of flexible schedules and the potential to learn at a pace and in a manner that is not available to students in their brick-and...
Open Learning Vol. 29, No. 3 (2014) pp. 222–242
The field of K-12 education is being transformed, with an influx of students, including those with identified disabilities, engaging in blended and fully online learning. While online learning shows promise for students with disabilities through...
TEACHING Exceptional Children Vol. 46, No. 5 (2014) pp. 127–137
With the growth in blended and fully online K-12 instruction, all students, including those with disabilities, are finding online learning a viable option to address learner variability. Personalized learning or the individualized education program...
TEACHING Exceptional Children Vol. 46, No. 5 (2014) pp. 79–91
The purpose of this article is to provide teachers and their supporting team (e.g., parents) with an understanding of the implications of blended and virtual learning for students with disabilities. To support these students, it is important to have ...
The Scaled Arrival of K-12 Online Education: Emerging Realities and Implications for the Future of Education
Journal of Education Vol. 193, No. 2 (2013) pp. 51–59
This article examines the complex array of variables and implementation models that must be accounted for during the pivot from a purely brick-and-mortar educational system to one that makes use of both virtual and blended environments. The authors...
TEACHING Exceptional Children Vol. 43, No. 5 (2011) pp. 20–29
New special education teachers (SETs) face some typical challenges as well as ones that are specific to their particular work settings. Providing support that addresses teachers' unique needs is important for increasing their effectiveness, helping...
Journal of Special Education Leadership Vol. 23, No. 1 (March 2010) pp. 30–40
Teaching in 21st-century schools cannot easily be separated from technology-based solutions. Instead, technology is increasingly becoming an essential tool for any teacher's toolbox, especially the new teacher who is often considered a digital...
Learning Disability Quarterly Vol. 33, No. 4 (2010) pp. 257–272
Advancements in technology-based solutions for students with learning disabilities (LD) offer tremendous opportunities to enhance learning as well as meaningful access to the general education curriculum for this group of students. This article...
The Efficacy of Technology Use by People with Intellectual Disability: A Single-Subject Design Meta-Analysis
Journal of Special Education Technology Vol. 23, No. 3 (2008)
It is generally assumed that when technology is designed with the principles of universal design in mind, people with intellectual disability will also benefit. However, there is no research concerning the degree to which technology use is impacted...
Equity for Students with High-Incidence Disabilities in Statewide Assessments: A Technology-Based Solution
Focus on Exceptional Children Vol. 38, No. 7 (March 2006)
One of the most significant challenges facing policy makers in education today is to ensure that state assessments designed to measure student performance across specified grade-level curriculum content standards will allow all students to...
Assistive Technology Outcomes and Benefits Vol. 3, No. 1 (2006) pp. 15–33
This article presents findings from a December, 2005, national assistive technology (AT) Outcomes Summit attended by AT experts representing vendors, higher education, government, and public schools. Discussions conducted centered around three...
Assistive Technology Outcomes and Benefits Vol. 1, No. 1 (2004) pp. 42–56
To support the integration of technology in the K-12 special and general education classroom, especially for students with disabilities, teachers must be experienced in the application of technology to curriculum. Professional development programs...
LuAnn Jordan; Sean Smith; Ann S. Dillon; Bob Algozzine; John Beattie; Fred Spooner; Ashlee L. Fisher
Teacher Education and Special Education Vol. 27, No. 3 (2004) pp. 231–239
Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder (ADD/ADHD) create concerns in public education and in teacher education programs. Because of continuous advances in technology, distance learning is a viable option for...
Journal of Special Education Technology Vol. 19, No. 4 (2004) pp. 7–22
The U.S. Department of Education report "Computer and Internet Use by Children and Adolescents" (National Center on Educational Statistics, 2001) illustrated the degree to which technology use, particularly electronic and information technologies...
Remedial and Special Education Vol. 24, No. 3 (2003) pp. 154–60
This article provides an overview of a technology cohort model that seeks to enhance teacher use of technology through a collaborative learning model. The Learning Generation project brings together preservice students, university faculty, and...
Applications of Online Instruction: An Overview for Teachers, Students with Mild Disabilities, and Their Parents
Focus on Exceptional Children Vol. 35, No. 6 (2003) pp. 1–15
This article describes online instruction in the context of online technologies, instructional environment, and home environment of students with disabilities. Topics covered include advantages, cost effectiveness, Web accessibility, universal...
Intervention in School and Clinic Vol. 37, No. 5 (2002) pp. 304–11
This article describes an online resource, TrackStar, that helps organize and annotate Web sites (more specifically, the addresses or URLs to the Web sites) into lessons, presentations, or instructional resources. Each "track" provides a user with a ...
Internet and Higher Education Vol. 5, No. 2 (2002) pp. 89–108
The Online Academy (HO29K73002) was funded by the Office of Special Education Programs (OSEP) to develop online instructional modules in the content areas of reading, positive behavior support, and technology across the curriculum. Targeted to...
Edward L. Meyen; Ron Aust; John M. Gauch; H Scott Hinton; Robert E. Isaacson; Sean J. Smith; Meng Yew Tee
Journal of Special Education Technology Vol. 17, No. 3 (2002) pp. 37–46
This article addresses the need for a conceptual approach to researching, e-learning instructional design and the technologies employed as a basis for e-learning. A programmatic research construct is offered for building a conceptual model. Three...
Journal of Special Education Technology Vol. 16, No. 4 (2001) pp. 55–56
This article discusses the U.S. Department of Education's Preparing Tomorrow's Teachers To Use Technology (PT3) program, an initiative that seeks to enhance the integration of technology across teacher preparation programs. The need for greater...
Journal of Special Education Technology Vol. 15, No. 1 (2000) pp. 59–62
This introductory column on issues of technology integration across special education teacher preparation reviews efforts towards this end of the National Council for Accreditation of Teacher Education, state departments of education, individual...
Journal of Special Education Technology Vol. 15, No. 4 (2000) pp. 40–43
This article describes the development of a distance learning delivery course at the University of Kentucky that focuses on instructional technology, instructional design, and telecommunications. The components of the course and the availability of...
Journal of Special Education Technology Vol. 15, No. 3 (2000) pp. 39–40
This article illustrates methods by which faculty are collaborating to further understand the issue of technology integration while developing ways to use technology in their teaching. It discusses the inclusion of Technology Standards for Teacher...
Teacher Education and Special Education Vol. 23, No. 2 (2000) pp. 167–82
An innovative faculty technology-training program used nine special education graduate students as technology mentors for 19 faculty members. Results of this mentorship training model indicate an increase in faculty technology integration, an...
Increasing Access to Teacher Preparation: The Effectiveness of Traditional Instructional Methods in an Online Learning Environment
Journal of Special Education Technology Vol. 15, No. 2 (2000) pp. 37–46
This study compared the effectiveness of online instruction and traditional classroom instruction with 58 preservice education students in a course on educational technology integration using three traditional instructional methods: lecture, guided...
Career Development for Exceptional Individuals Vol. 22, No. 2 (1999) pp. 251–66
Discusses development of microcomputer applications for teacher preparation and describes how transition-related curricula can be enhanced through multimedia Web-based technologies. An online module using case-method instruction is described which...
TEACHING Exceptional Children Vol. 31, No. 6 (1999) pp. 20–27
Describes a Web-based graduate course about attention-deficit hyperactivity disorder (ADHD) offered by the Department of Special Education at the University of Florida. Notes the online course syllabus and class roster, the online discussion forum,...
TEACHING Exceptional Children Vol. 30, No. 5 (1998) pp. 60–64
Describes how the Internet and the World Wide Web (WWW) have been integrated into teacher education in order to expand the use of technology in special education. Specific examples are provided showing how faculty can instruct teachers in ways to...