Using Assistive Technology To Facilitate Cooperative Learning.
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| Title: | Using Assistive Technology To Facilitate Cooperative Learning. |
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| Language: | English |
| Authors: | Bryant, Brian R., Rivera, Diane Pedrotty |
| Peer Reviewed: | N |
| Page Count: | 55 |
| Publication Date: | 1995 |
| Intended Audience: | Practitioners |
| Document Type: | Speeches/Meeting Papers Reports - Descriptive Guides - Non-Classroom |
| Descriptors: | Assistive Devices (for Disabled), Classroom Techniques, Computer Oriented Programs, Cooperative Learning, Disabilities, Educational Planning, Educational Technology, Elementary Secondary Education, Federal Legislation, Financial Support, Government Role, Input Output Devices, Instructional Design, Microcomputers, Teaching Methods |
| Abstract: | This conference paper describes the cooperative learning structure; presents the elements of cooperative learning; discusses how to plan, implement, and evaluate using the cooperative learning structure; introduces assistive technology services for students with disabilities; and examines how devices and services can be used to facilitate active involvement of students with disabilities in cooperative learning activities. It specifically addresses: (1) definitions of cooperative learning with empirical support for the definitions; (2) cooperative learning's essential elements of positive interdependence, accountability, collaboration, and group processing; (3) planning in the areas of curriculum, instruction and materials, student roles, environment, student groupings, and management; (4) the role of the Technology-Related Assistance for Individuals with Disabilities Act Amendments of 1994 in providing financial assistance for assistive technology; (5) development of the Texas Assistive Technology Partnership as a project of the University Affiliated Program at the University of Texas at Austin; (6) principles associated with matching assistive technology to instructional setting demands; and (7) devices, systems, or techniques which assist individuals with disabilities in classrooms, homes, and workplaces, such as keyboard enhancement mechanisms, speech recognition, voice output, and software for students with learning disabilities. (Contains 28 references.) (JDD) |
| Entry Date: | 1995 |
| Accession Number: | ED380975 |
| Database: | ERIC |
| Abstract: | This conference paper describes the cooperative learning structure; presents the elements of cooperative learning; discusses how to plan, implement, and evaluate using the cooperative learning structure; introduces assistive technology services for students with disabilities; and examines how devices and services can be used to facilitate active involvement of students with disabilities in cooperative learning activities. It specifically addresses: (1) definitions of cooperative learning with empirical support for the definitions; (2) cooperative learning's essential elements of positive interdependence, accountability, collaboration, and group processing; (3) planning in the areas of curriculum, instruction and materials, student roles, environment, student groupings, and management; (4) the role of the Technology-Related Assistance for Individuals with Disabilities Act Amendments of 1994 in providing financial assistance for assistive technology; (5) development of the Texas Assistive Technology Partnership as a project of the University Affiliated Program at the University of Texas at Austin; (6) principles associated with matching assistive technology to instructional setting demands; and (7) devices, systems, or techniques which assist individuals with disabilities in classrooms, homes, and workplaces, such as keyboard enhancement mechanisms, speech recognition, voice output, and software for students with learning disabilities. (Contains 28 references.) (JDD) |
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