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• W1528541149 abstract "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? We once spent more than half of our annual budget on software that was practically useless! Selecting science software for students with learning and other disabilities can be a challenge. There are approximately 2.8 million students with learning disabilities (Snyder and Dillow 2010) and 6.9 million students with disabilities (U.S. Department of Education 2010) in schools across the United States. Most of these students learn science in inclusive classrooms. Appropriate technology-enhanced curricular materials, such as simulation and gaming software, can help students with disabilities (SD) be successful in science. These products engage students in the learning process and are fun and easy to use. Simulations and games allow teachers to differentiate instruction and address the individual needs of a wide range of student learners. Websites such as Gizmos and PhET Interactive Simulations (see On the web) allow students to repeat time- and material-intensive experiments quickly and efficiently. They can also help students manipulate complex data. A teacher searching online for science games and simulations will inevitably find many products that are expensive and poorly designed. What factors should teachers consider as they choose science software for their students? Our review of technology-enhanced science research identified six categories worthy of consideration: * interface design, * accessibility, * content, * instruction, * critical thinking, and * assessment. This Idea Bank provides a list of questions science teachers should ask as they review simulation and game software in each of these six categories. Interface design Interface design refers to the virtual space where students interact with learning materials. Some interface designs are so complex that they become difficult for students and teachers to use, and thus prevent them from learning quickly. Using the following questions to choose an appropriate interface design maximizes the likelihood that students achieve the intended learning outcomes: * Will students be motivated to use this product as a learning tool (i.e., is it fun?)? * Are tasks that do not directly apply to the learning objectives automated? Some products force students to spend valuable instructional time dragging and dropping objects before they see an outcome that relates to the learning objectives. A good simulation or game continuously immerses students in activities that are directly related to the learning objectives. * What prerequisite technology skills are necessary to play the game or use the simulation? * How long will it take to teach an average student how to use the product? * Are students prompted to save their work before quitting? * Does the program recognize when students are struggling with a concept (e.g., repeatedly answering a question incorrectly) and provide additional learning scaffolds? Accessibility A program is accessible if all students have an equal chance of understanding what is asked of them. Teachers should ask the following questions: * Can students and teachers log in, customize the interface, and save their customized preferences? * Are the tools simple, consistent, and easy to understand? * What supplemental databases (e.g., encyclopedia, periodic table, thesaurus, dictionary) are included for students with limited background knowledge? * Are there alternative navigation features? For example, if the student is unable to use a mouse, can he or she use other commands, such as oral commands or arrow keys on an oversized keyboard, to navigate the program? …" @default.
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• W1528541149 date "2011-03-01" @default.
• W1528541149 modified "2023-09-27" @default.
• W1528541149 title "Selecting Software for Students with Learning and Other Disabilities." @default.
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