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COMPUTER ASSISTED INSTRUCTION

What: The use of computer technology to present learning materials and/or check student knowledge (Snyder 2019)

WHY: Computer assisted instruction can be implemented to Support all learners. CAI programs, apps, and video-based
instruction are useful in teaching all content areas.

How:

Creation Access Collaboration


Think about Think about the Post instructions!
student needs universal design Present mini lessons BENEFITS:
and compile a for learning. to introduce new
list of tools. Create an access technology. “Contin • Self-paced
Examples: point in which all uously promote • Improved
Review, students can use independence, add computer skills
research, Click
the to add text
technology. new materials, and • Sensory
production, Access is for steer kids to finding stimulation
support devices everyone! appropriate levels of • Communication
, and extension challenge/support Development
tool. (Hines 2019)
• Content centered

Photo by One Laptop per Child /


CC BY 2.0
USES

Intellectual Disabilities- Basic literacy instruction and


intensive reading intervention programs.
Science-
Microcomputers Mathematics-
Social Studies- Language Arts- Google
(Chromebooks) used Livescribe Smart pens
LaunchPacks by slides, Google sites, ASD- Video-based instruction using iPad to teach social
for tutorials, that allow students to
Britannica offer virtual digital interactive
simulations, write/draw and record
fieldtrips through notebooks (Google skills and behavioral and functional skills
instructional games, audio to share student
history. classroom), iPads
drill and practice, and work with the class.
data analysis.
ELLs- Intelligent Tutoring System program that provides
tailored language instruction.

Inclusion- iPad and apps provide practice and


improvement of fine motor skills, helpful with student with
disabilities related to speech and/or expressive language.

Snyder, S., Huber, H. (2019). Computer Assisted Instruction to Teach Academic Content to Students With Intellectual Disability: A Review of the Literature.
American Journal on Intellectual & Developmental Disabilities, 124(4), 374–390. https://doi-org.libproxy.txstate.edu/10.1352/1944-7558-124.4.374

Aronin, S., Floyd, K.K. (2013). Using an iPad in inclusive preschool classrooms to introduce STEM concepts. Teaching Exceptional Children, 45, 34-38.

Weng, P., Savage, M.N., Bouck, E.C. (2014). iDIY video-based instruction using iPad. Teaching Exceptional Children, 47, 11-19.

Francis-Pelton, L., Farragher, P., & Riecken, T. (2000). Content based technology: learning by modeling. Journal of Technology & Teacher Education, 8(3), 177–186.
Retrieved from http://search.ebscohost.com.libproxy.txstate.edu/login.aspx?direct=true&db=eue&AN=507683773&site=eds-live&scope=site

Hines, R. (2019). Te(a)chnology: Access in every classroom. Retrieved from https://www.cec.sped.org/News/Special-Education-Today/Teachnology/Teachnology-Access-in-


Every-Classroom