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Assistive Technology WebQuest: Improving Learning for Preservice Teachers
ARTICLE

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TLRPTIL Volume 52, Number 6, ISSN 8756-3894

Abstract

National and state standards from such organizations as the Council for Exceptional Children, the National Council for the Accreditation of Teacher Education (NCATE) and the Association for Childhood Education International promote instructional change. These organizations emphasize the importance of preservice teachers/candidates knowing about appropriate assistive technology (AT) to give students with disabilities access to the general education curriculum. Teacher educators are continually challenged to determine how and where knowledge and evidence-based strategies in AT should be included in teacher education programs. Teacher educators understand the imperative to incorporate current research in technology in teacher preparation programs. This technology must also include competency in AT. Challenges continue to exist for teacher educators to implement AT curriculum within courses because existing courses are already filled with other essential knowledge and skills. Successful AT integration depends on the opportunity for faculty members to interact in collaborative ways to prepare candidates to become competent in the use of basic technology, instructional technology, and AT. To address this problem, a collaborative project between faculty in general education and special education departments was undertaken at Auburn University Montgomery to develop an AT WebQuest. In this article, the authors describe the development process of AT WebQuest and the resulting product that was incorporated into existing course work. (Contains 1 figure and 1 table.)

Citation

Manning, J.B. & Carpenter, L.B. (2008). Assistive Technology WebQuest: Improving Learning for Preservice Teachers. TechTrends: Linking Research and Practice to Improve Learning, 52(6), 47-52. Retrieved August 22, 2019 from .

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