The Digital Technology in the Learning of Students with Autism Spectrum Disorders (ASD) in Applied Classroom Settings
Kathleen Tanner, Roseslyn Dixon, Irina Verenikina, University of Wollongong, Australia
EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper describes a research study that is a stepping stone to further research on the affordances of digital technologies in the learning of students with Autism Spectrum Disorders (ASD). The study is framed around the modern understanding of technologies as cognitive tools for learning based on the theory of social and cultural mediation of children’s development and learning (Vygotsky, 1978), together with Activity Theory (Engestrom, 2001). The study focuses on the day-to-day reality of the use of computer and other digital technologies to assist the classroom learning of children with ASD. A series of observations, semi-structured interviews with teachers and video recordings have been undertaken to capture the ways that technologies have been utilised to support learning of children with ASD in a classroom setting.
Tanner, K., Dixon, R. & Verenikina, I. (2010). The Digital Technology in the Learning of Students with Autism Spectrum Disorders (ASD) in Applied Classroom Settings. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2586-2591). Toronto, Canada: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)
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Considering Individual Variation in Triadic Interaction among Children with Autistic Features during a Technology-enhanced LEGO® Building Activity
Katja Tuononen, Sanni Kiiskinen & Eija Kärnä, University of Eastern Finland, Finland
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 1466–1475
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