Brenda Bannan-Ritland

Assistive Technology and Literacy Learning: Reflections of Parents and Children

Literacy is important not only to school success but is fundamental to skills needed to succeed in our rapidly changing technology-driven society. This article focuses on characteristics, interactions, and attitudes of parents and children related to their use of assistive technologies to build literacy skills. Interviews and observations involving parents and children using a variety of assistive technologies, along with a synthesis of research literature provide a framework for discussion. A contextual background for technology use by parents and children examines (a) specific learning characteristics of parents and children selecting and using assistive technology, (b) the impact of technology on their attitudes in the literacy process, and (c) areas of support needed by parents and students in literacy learning. Parents and children used a combination of technologies to meet specific individual learning needs. As a result, customization of the learning task through the use of technology occurred and in return provided enhanced opportunities for engagement and interaction to take place. Parents and children began to learn from each other and from the technology.

A General Framework for the Development of Web-Based Instruction

Abstract Based on a significant need for categorizing the various components available for use in Web‐based instruction, the authors have developed a hierarchical framework for describing the instructional activities common with this form of instruction. This framework includes six levels ranging from simple information delivery to immersive collaborative environments and includes the general instructional perspective, Web/Internet activities, and specific examples of Web‐based components and tools for each level. It is hoped that this framework will help instructional designers, developers, teachers and trainers in their use of this powerful new instructional tool.

Linking Theory and Practice Through Design: An Instructional Technology Program

In the College of Education and Human Development at George Mason University, we have created three independent strands or tracks—each with its own mission, its own target population, and its own connections and collaborations with external organizations and institutions. Track 1 is the Instructional Design and Development (IDD) track, serving those with educational interests primarily in government, military, business, and higher education. Track 2 is the Integrating Technology in Schools (ITS) tract, serving public and private school teachers and school divisions. Track 3 is the Assistive Technology (AT) track, serving those with disabilities in public schools and local, state, and federal agencies. Even though these tracks appear to be three unique programs, we have found a unifying center in the field of design. This paper explores the concept of design as it can be applied to understanding the teaching/learning enterprise regardless of context, goal, and audience. It then discusses how this concept informs curriculum and processes in each track.