Defining a Technology Research Agenda for Elementary and Secondary Students with Learning and Other High-Incidence Disabilities in Inclusive Science Classrooms

Matthew T. Marino

Journal of Special Education Technology Vol. 25, No. 1 (2010) pp. 1–27

Increased numbers of elementary and secondary students with learning and other disabilities are participating in inclusive science classrooms. Unfortunately, many of these students struggle to achieve at a level commensurate with their peers. As a...

Understanding How Adolescents with Reading Difficulties Utilize Technology-Based Tools

Matthew T. Marino

Exceptionality Vol. 17, No. 2 (2009) pp. 88–102

This article reports the findings from a study that examined how adolescent students with reading difficulties utilized cognitive tools that were embedded in a technology-based middle school science curriculum. The curriculum contained salient...

Promoting Inclusive Education, Civic Scientific Literacy, and Global Citizenship with Videogames

Matthew T. Marino; Michael T. Hayes

Cultural Studies of Science Education Vol. 7, No. 4 (December 2012) pp. 945–954

In this response to Yupanqui Munoz and Charbel El-Hani's paper, "The student with a thousand faces: From the ethics in videogames to becoming a citizen", we examine their critique of videogames in science education. Munoz and El-Hani present a...

Making Informed Assistive Technology Decisions for Students with High Incidence Disabilities

Matthew T. Marino; Elizabeth C. Marino; Stan F. Shaw

TEACHING Exceptional Children Vol. 38, No. 6 (2006) pp. 18–25

Special education teachers and individualized education program (IEP) team members throughout the country are struggling to make appropriate decisions regarding assistive technology (AT) for students with high incidence disabilities. Although...

Conceptualizing RTI in 21st-Century Secondary Science Classrooms: Video Games' Potential to Provide Tiered Support and Progress Monitoring for Students with Learning Disabilities

Matthew T. Marino; Constance C. Beecher

Learning Disability Quarterly Vol. 33, No. 4 (2010) pp. 299–311

Secondary schools across the United States are adopting response to intervention (RTI) as a means to identify students with learning disabilities (LD) and provide tiered instructional interventions that benefit all students. The majority of current...

Universal Design for Learning and Assistive Technology: Leadership Considerations for Promoting Inclusive Education in Today's Secondary Schools

Jaime Messinger-Willman; Matthew T. Marino

NASSP Bulletin Vol. 94, No. 1 (2010) pp. 5–16

The increased number of students with learning disabilities in general education secondary school classrooms presents complex challenges for today's educators. This article describes how the Universal Design for Learning theoretical framework can be ...

Selecting Software for Students with Learning and Other Disabilities

Matthew T. Marino; Blakely K. Tsurusaki; James D. Basham

Science Teacher Vol. 78, No. 3 (March 2011) pp. 70–72

Have you ever bought a computer program that you thought would be great for your struggling students, only to find that it did not work on your school computers, or that your students found it difficult to use? Selecting science software for...

Fifth Graders as App Designers: How Diverse Learners Conceptualize Educational Apps

Maya Israel; Matthew T. Marino; James D. Basham; Wenonoa Spivak

Journal of Research on Technology in Education Vol. 46, No. 1 (2013) pp. 53–80

Instructional designers are increasingly considering how to include students as participants in the design of instructional technologies. This study provides a lens into participatory design with students by examining how students conceptualized...

An Analysis of Factors that Affect Struggling Readers' Achievement during a Technology-Enhanced STEM Astronomy Curriculum

Matthew T. Marino; Anne C. Black; Michael T. Hayes; Constance C. Beecher

Journal of Special Education Technology Vol. 25, No. 3 (2010) pp. 35–47

This article reports the findings of a study examining independent variables that contributed to the science, technology, engineering, and mathematics (STEM) achievement of students with reading difficulties who participated in a technology-enhanced ...

An Analysis of Factors that Affect Struggling Readers’ Achievement During a Technologyenhanced STEM Astronomy Curriculum

Matthew T. Marino; Anne C. Black; Michael T. Hayes and Constance C. Beecher

Journal of Special Education Technology Vol. 25, No. 3 (2010)

This article reports the findings of a study examining independent variables that contributed to the science, technology, engineering, and mathematics (STEM) achievement of students with reading difficulties who participated in a technology-enhanced ...

The Scaled Arrival of K-12 Online Education: Emerging Realities and Implications for the Future of Education

James D. Basham; Sean J. Smith; Diana L. Greer; Matthew T. Marino

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...

Students' and Teachers' Perceptions of Using Video Games to Enhance Science Instruction

Matthew T. Marino; Maya Israel; Constance C. Beecher; James D. Basham

Journal of Science Education and Technology Vol. 22, No. 5 (October 2013) pp. 667–680

Science education video game research points toward promising, but inconclusive results in both student learning outcomes and attitudes. However, student-level variables other than gender have been largely absent from this research. This study...

UDL in the Middle School Science Classroom: Can Video Games and Alternative Text Heighten Engagement and Learning for Students With Learning Disabilities?

Matthew T. Marino; Chad M. Gotch; Maya Israel; Eleazar Vasquez; James D. Basham; Kathleen Becht

Learning Disability Quarterly Vol. 37, No. 2 (May 2014) pp. 87–99

This article examined the performance of 57 students with learning disabilities (LD) from four middle schools. Students were followed over the course of a school year in their inclusive science classrooms as they alternated between the use of...

Topics: Games, Video, Learning Outcomes, Learning Disabilities

Using Technology to Support STEM Reading

Matthew T. Marino; Anne C. Black; Michael T. Hayes and Constance C. Beecher; Matthew T. Marino; Anne C. Black; Michael T. Hayes and Constance C. Beecher; Matthew T. Marino; Anne C. Black; Michael T. Hayes and Constance C. Beecher; Matthew H. Schneps; Jamie K. O'Keeffe; Amanda Heffner-Wong; Gerhard Sonnert

Journal of Special Education Technology Vol. 25, No. 3 (2010) pp. 21–33

Tasks in science, technology, engineering, and mathematics (STEM) are unusually varied because they target phenomena occurring in diverse domains and call upon a wide range of abilities to perform them. The fact that STEM tasks cover such a broad...

Enhancing Secondary Science Content Accessibility with Video Games

Matthew T. Marino; Kathleen M. Becht; Eleazar Vasquez; Jennifer L. Gallup; James D. Basham; Benjamin Gallegos

TEACHING Exceptional Children Vol. 47, No. 1 (October 2014) pp. 27–34

Mobile devices, including iPads, tablets, and so on, are common in high schools across the country. Unfortunately, many secondary teachers see these devices as distractions rather than tools for scaffolding instruction. This article highlights...