Specifically computer-assisted instruction and state-of-the-art software packages.
I am presently conducting research with computer-assisted reading programs and the effectiveness of such programs. I believe that a child with limited resources at home, such as reading materials and a personal computer, needs to guided by the teachers with a differentiated program at school to help reduce the child/s learning deficits.
Best regards,
Andres Martinez, M.Ed.
Technology-Assisted Reading for Improving Reading Skills for
young South African Learners
Gerda van Wyk and Arno Louw
University of Johannesburg, South Africa
Son muchos los beneficios frente a su uso, destacaré algunos y no solo en esta área de conocimiento, esta disciplina integra a cualquier otra genera múltiples beneficios frente a su utilización y población regular o con algún tipo de capacidad excepcional:
1. Mejoras en el aprendizaje cooperativo
2. Facilita poder contextualizar, repetir y realizar un tratamiento muy personalizado dada la patología
3. Mayor rapidez para adquirir el conocimiento
4. Favorece al desarrollo de competencias de lectoescritura, en período logo gráfico y fonético
5. Motiva el estudiante a la utilización, con objetivos claros por el especialista u docente hacia el auto-aprendizaje
6. Incrementan la atención, las habilidades tecnológicas
Estas herramientas bien administradas serán una gran herramienta, aplicado según el ritmo de aprendizaje.es necesario tener en cuenta ciertas recomendaciones para su implementación.
Lic. Magíster Matilde Bolaño García
matilde.bolano @gmail.com
Technology-aided programs can be very useful for students with reading and learning deficits. However, the collaboration of families is very important. Continuity in the work of the students is essential, especially with students who have problems in their learning.
In addition, not all technology is good for the teaching and learning process. We need good materials, with good usability. Proper selection of these resources is very important.
Dr. Óscar Navarro Martínez
Universidad de Castilla-La Mancha
The fact that people have different learning styles (visual, auditory, kinesthetic, etc.), learning types (independent vs. dependent, skeletonization vs, embroidering, etc.) and that people have different intelligences (mathematica, verbal, etc.) necessitates that teachers vary their teaching approaches to reach all students while teaching regardless of what skill is under focus.
In the case of students with reading and learning deficits in the elementary grade levels, I think technology-aided programs are good in the sense that they can be both visual and auditory, their activities are levelled and proceed from the easiest to the most difficult; the good ones are build on the basis of the Multiple Intelligence theory; If used AS NEEDED, they will be excellent resources.
The success of technology-aided program rests in the hands of good decision makers who can determine the best ways to integrate technology into teaching and how to use it to fill gaps and promote learner autonomy.
I think you could explore the Universal Design for Learning Approach and scrutinise Roger's Diffusion of Innovation Theory
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