This document reviews the use of mobile apps to support learning for students. It discusses research that shows how mobile technology can increase student engagement and involvement. Apps allow for differentiated instruction and address different learning needs. The document provides examples of apps for communication, math, language, writing, science, history, art, music, foreign language, productivity, organizers, early childhood, reference, ABA therapy, social skills, life skills, and relaxation. It concludes that mobile apps provide opportunities to access, participate in, and demonstrate learning in multiple ways.
This document provides an overview of a lecture series on ICT and pedagogy given by Dr. Jason Zagami at Griffith University. The series will include weekly lectures, tutorials, and workshops over 8 weeks. Topics that will be covered include 1:1 computing initiatives, mobile learning technologies like tablets and e-readers, cloud computing, Google OS, interactive whiteboards, personal learning networks, educational games, virtual worlds, augmented reality, and neural interfaces. Readings and resources for the first tutorial week are available on Dr. Zagami's website.
This document provides examples of how mobile devices and apps are being used to enhance teaching and learning in colleges across Scotland. It describes projects at South Lanarkshire College, Perth College, Clydebank College, and Reid Kerr College that utilize tablets, QR codes, games, and augmented reality to provide interactive learning activities and assessments. The examples illustrate how mobile technologies can increase student engagement, promote self-directed learning, and provide new ways of formative assessment beyond traditional computer labs.
This document discusses the importance of integrating technology into the classroom to prepare students for the future. It provides reasons why technology should be used such as increased motivation, differentiated instruction, and authentic problem solving. Several examples of technologies that can be easily integrated are mentioned, including interactive SMART boards, Glogster for digital posters, and Photo Story. The document encourages teachers to start integrating technology today with available help from online tutorials and workshops.
Technology Programming and Services for Children cmm258
This document summarizes a presentation about technology programming and services for children at the Darien Library. It discusses how technology is vital for libraries to meet the needs of patrons in the 21st century. It provides examples of how the Darien Library incorporates technology into its services and programs for children, such as through iPad stations, apps for early literacy, and technology-integrated storytimes. It also describes technology programs for children like "Little Clickers" and "IKids" that teach digital skills. The document concludes by listing resources for implementing technology in children's library services.
Assistive technology refers to any item, equipment, or product system that maintains or improves the functional capabilities of individuals with disabilities. The Technology-Related Assistance Act and reauthorization of IDEA provide funding and require schools to consider assistive technology in IEPs. Examples of assistive technology discussed include cochlear implants for hearing loss, service dogs for visual impairments, apps to help learning disabilities, and power wheelchairs for physical disabilities. The document explores various types of assistive technology and how they help people with different disabilities.
1GWSPS 1:1 Launch Presentation June 5, 2013ICTGWSPS
This is the Parent Presentation given at the Glen Waverley South Primary School 1:1 Netbook Program Launch. It is provided for information purposes only, some details may differ to the currently offered contract.
This document provides an overview of a lecture series on ICT and pedagogy given by Dr. Jason Zagami at Griffith University. The series will include weekly lectures, tutorials, and workshops over 8 weeks. Topics that will be covered include 1:1 computing initiatives, mobile learning technologies like tablets and e-readers, cloud computing, Google OS, interactive whiteboards, personal learning networks, educational games, virtual worlds, augmented reality, and neural interfaces. Readings and resources for the first tutorial week are available on Dr. Zagami's website.
This document provides examples of how mobile devices and apps are being used to enhance teaching and learning in colleges across Scotland. It describes projects at South Lanarkshire College, Perth College, Clydebank College, and Reid Kerr College that utilize tablets, QR codes, games, and augmented reality to provide interactive learning activities and assessments. The examples illustrate how mobile technologies can increase student engagement, promote self-directed learning, and provide new ways of formative assessment beyond traditional computer labs.
This document discusses the importance of integrating technology into the classroom to prepare students for the future. It provides reasons why technology should be used such as increased motivation, differentiated instruction, and authentic problem solving. Several examples of technologies that can be easily integrated are mentioned, including interactive SMART boards, Glogster for digital posters, and Photo Story. The document encourages teachers to start integrating technology today with available help from online tutorials and workshops.
Technology Programming and Services for Children cmm258
This document summarizes a presentation about technology programming and services for children at the Darien Library. It discusses how technology is vital for libraries to meet the needs of patrons in the 21st century. It provides examples of how the Darien Library incorporates technology into its services and programs for children, such as through iPad stations, apps for early literacy, and technology-integrated storytimes. It also describes technology programs for children like "Little Clickers" and "IKids" that teach digital skills. The document concludes by listing resources for implementing technology in children's library services.
Assistive technology refers to any item, equipment, or product system that maintains or improves the functional capabilities of individuals with disabilities. The Technology-Related Assistance Act and reauthorization of IDEA provide funding and require schools to consider assistive technology in IEPs. Examples of assistive technology discussed include cochlear implants for hearing loss, service dogs for visual impairments, apps to help learning disabilities, and power wheelchairs for physical disabilities. The document explores various types of assistive technology and how they help people with different disabilities.
1GWSPS 1:1 Launch Presentation June 5, 2013ICTGWSPS
This is the Parent Presentation given at the Glen Waverley South Primary School 1:1 Netbook Program Launch. It is provided for information purposes only, some details may differ to the currently offered contract.
This document discusses how Botany Downs Kindergarten in New Zealand has embraced technology integration in early childhood education. It began when teachers observed children texting and taking photos on obsolete cell phones, realizing they needed to incorporate the children's technology skills into learning. They have since integrated iPads, interactive whiteboards, movie-making, blogging and Skype to foster both individual and shared learning. Teachers act as role models by using technology for tasks like meetings and professional development. While starting with basic skills, the kindergarten aims to achieve "redefinition" by using technology for new activities not previously possible.
Integrating iPads and Tablet Computers into Library Services, Part 2ALATechSource
The document discusses several examples of K-12 schools and libraries that have implemented iPad and tablet programs. Phillips Memorial Public Library launched a circulating iPad program in 2011 that was very popular initially but saw declining usage over time. Lessons learned included having comprehensive policies, content considerations, and assessing the program ongoing. Charlottesville Schools provided all middle and high school students with Windows tablets to replace textbooks. They worked to gain funding and plan infrastructure needs. Montlieu Academy of Technology provided all students with iPads through a grant, and teachers use them for various subjects and communication. Liberty Middle School circulates iPads to teachers and uses carts of iPads for classroom use. Apps discussed include those for various subjects, communication
Presentation provided at METC2011 that covers and expands mobile computing and a 1:1 environment with strategies, assessments, resources, testimonies - from Villa Duchesne and Oak Hill School where students use MiniNotes, laptops and Tablet PCs
Using iPads in the Classroom for Children with Special NeedsEric Sailers
This slideshow covers the latest information regarding iPads for children with special needs. iOS 8 and accessibility are highlighted as well as free, paid, and specialized apps that span reading, writing, math, communication, social skills, organization, and more. Several implementation ideas are provided with best practices to effectively implement iPad apps for children with special needs.
The document discusses mobile assisted language learning (MALL) and connecting learning experiences across different contexts. It provides an overview of the author's work in designing learning experiences that bridge informal and formal learning using mobile technologies. The author advocates for learner-centered designs that create personal stores of resources and allow sharing with teachers. Several opportunities and challenges of MALL are discussed, such as connecting incidental and deliberate learning and providing adaptive and shared control of learning activities.
Mobile Devices in Elementary ESL Classroomsjillwhetstone
This document discusses how mobile devices can be used to support English language instruction. It defines mobile devices as small handheld computers like smartphones, tablets, and e-readers. Mobile devices can be used to provide language learning through podcasts, blogs, reading materials, speaking and listening practice, games, and individualized lessons. The benefits of using mobile devices include increased student engagement, a richer learning environment, and enhanced learning processes. Some challenges are technical difficulties, small screen sizes, and ensuring all students have access to devices. The document provides examples of educational apps that target vocabulary, grammar, history, figurative language, writing, and storytelling skills. In conclusion, mobile devices are promising tools for language learning when used appropriately.
C:\Documents And Settings\Rkairam\Desktop\Autism And The I Pad September 2010Ram Kairam
The document discusses how interactive technologies like the iPad can help address communication and behavioral impairments associated with autism. It provides details on apps like Proloquo2Go and Grace that allow nonverbal individuals to communicate using pictures and text-to-speech. Reviews of the iPad note its potential to transform lives through affordable and easy-to-use augmentative and alternative communication tools.
The document discusses using ICTs like iPads, blogs, Skype, and interactive books in a rural classroom. It notes that students' literacy skills need improvement and they become off-task easily. ICTs allow for collaboration beyond the classroom and mitigate isolation. Videos show how recording reading helped students improve. Interactive books and ICTs were found to further literacy progression compared to traditional worksheets.
Presentation shared by author at the 2015 EDEN Open Classroom Conference "Open Discovery Space: Transforming schools into innovative learning organisations" held on 18-21 September 2015, in Athens, Greece.
Find out more on #OCCAthens here: http://www.eden-online.org/eden-events/open-classroom-conferences/athens2015.html
Autism spectrum disorder affects approximately 1.5 million people in the United States, with 1 in 110 children being diagnosed, and 1 in 70 boys. While the cause is unknown, technology can help people with autism learn in different ways. Video modeling, digital social stories, and simulations have been shown to improve communication and social skills. Interactive whiteboards and specialized software programs provide engaging and individualized learning environments. Computers create a focused, comfortable environment and allow for differentiated instruction that can lead to future success for people with autism.
This document discusses assistive technologies that can help vision impaired students. It defines assistive technology as devices that help people with disabilities perform functions that may otherwise be difficult. The document outlines several technologies available for vision impaired students, including canes, braille devices, screen readers, and magnification systems. It emphasizes that technology allows visually impaired students to independently complete reading, writing, and other school tasks. The document also notes the importance of teachers keeping updated on assistive technologies to help all students succeed in inclusive classrooms.
AUTISM SPECTRUM DISORDERS AND USE OF THE IPAD FOR CLASSROOM COMMUNICATIONKate Mard
I chose to focus on the Autism Spectrum disorder.
A PowerPoint presentation designed to illustrate how technology (focus on iPad) can be used to help with the communication issues and needs of Autistic individuals.
Focused on illustrating:
-What the disorder is
-Possible etiologies and incidence of the disorder
-Academic, educational, and social needs
-How curriculum could be modifed or adapted to achieve successful learning outcomes
This was done in APA format.
The document discusses three articles about integrating technology into education. The first article from 2002 discusses how students feel restricted by internet filters at school. The second lists top educational resources for teachers like Evernote and Google Chrome. The third discusses a university providing iPads to students, which could lighten backpacks and lower costs if textbooks are downloaded. The conclusion expresses a wish for the student's own university to provide iPads to further integrate technology into teaching and learning.
The document discusses a school district's plan to provide iPads to all students. [1] The district has over 7,500 students across one high school, two middle schools, and six elementary schools located in a wealthy community. [2] The goal of the iPad initiative is to position students where they can find information when needed, keeping the focus on individualized and flexible learning. [3] Key steps in the implementation timeline included gaining community buy-in, developing the backend infrastructure over the summer of 2011, and distributing iPads to students on August 24, 2011.
This document discusses the importance and use of audio-visual aids in education. It begins by defining audio-visual aids and multimedia education, noting their ability to improve comprehension and retention. It then discusses how various audio-visual technologies like interactive whiteboards, DVDs, YouTube, and mobile phones can be used to stimulate different learning styles and enhance lessons. While barriers like teachers' lack of technical skills and resistance to change can limit the use of audio-visual aids, the document concludes that their proper use can improve critical thinking and help remove abstract concepts, making them an important tool for effective teaching and learning.
This document discusses mobile-assisted language learning (MALL). It defines MALL as an approach to language learning that is assisted or enhanced through the use of handheld mobile devices. The document outlines some of the key advantages of MALL, including its learner-centered nature, potential for learner autonomy, and ability to integrate real-life contexts into learning. It also discusses challenges like app quality, data usage, and teacher resistance. Examples provided of MALL tools include educational apps, eBooks, social media, QR codes, and course management systems adapted for mobile.
This document discusses how Botany Downs Kindergarten in New Zealand has embraced technology integration in early childhood education. It began when teachers observed children texting and taking photos on obsolete cell phones, realizing they needed to incorporate the children's technology skills into learning. They have since integrated iPads, interactive whiteboards, movie-making, blogging and Skype to foster both individual and shared learning. Teachers act as role models by using technology for tasks like meetings and professional development. While starting with basic skills, the kindergarten aims to achieve "redefinition" by using technology for new activities not previously possible.
Integrating iPads and Tablet Computers into Library Services, Part 2ALATechSource
The document discusses several examples of K-12 schools and libraries that have implemented iPad and tablet programs. Phillips Memorial Public Library launched a circulating iPad program in 2011 that was very popular initially but saw declining usage over time. Lessons learned included having comprehensive policies, content considerations, and assessing the program ongoing. Charlottesville Schools provided all middle and high school students with Windows tablets to replace textbooks. They worked to gain funding and plan infrastructure needs. Montlieu Academy of Technology provided all students with iPads through a grant, and teachers use them for various subjects and communication. Liberty Middle School circulates iPads to teachers and uses carts of iPads for classroom use. Apps discussed include those for various subjects, communication
Presentation provided at METC2011 that covers and expands mobile computing and a 1:1 environment with strategies, assessments, resources, testimonies - from Villa Duchesne and Oak Hill School where students use MiniNotes, laptops and Tablet PCs
Using iPads in the Classroom for Children with Special NeedsEric Sailers
This slideshow covers the latest information regarding iPads for children with special needs. iOS 8 and accessibility are highlighted as well as free, paid, and specialized apps that span reading, writing, math, communication, social skills, organization, and more. Several implementation ideas are provided with best practices to effectively implement iPad apps for children with special needs.
The document discusses mobile assisted language learning (MALL) and connecting learning experiences across different contexts. It provides an overview of the author's work in designing learning experiences that bridge informal and formal learning using mobile technologies. The author advocates for learner-centered designs that create personal stores of resources and allow sharing with teachers. Several opportunities and challenges of MALL are discussed, such as connecting incidental and deliberate learning and providing adaptive and shared control of learning activities.
Mobile Devices in Elementary ESL Classroomsjillwhetstone
This document discusses how mobile devices can be used to support English language instruction. It defines mobile devices as small handheld computers like smartphones, tablets, and e-readers. Mobile devices can be used to provide language learning through podcasts, blogs, reading materials, speaking and listening practice, games, and individualized lessons. The benefits of using mobile devices include increased student engagement, a richer learning environment, and enhanced learning processes. Some challenges are technical difficulties, small screen sizes, and ensuring all students have access to devices. The document provides examples of educational apps that target vocabulary, grammar, history, figurative language, writing, and storytelling skills. In conclusion, mobile devices are promising tools for language learning when used appropriately.
C:\Documents And Settings\Rkairam\Desktop\Autism And The I Pad September 2010Ram Kairam
The document discusses how interactive technologies like the iPad can help address communication and behavioral impairments associated with autism. It provides details on apps like Proloquo2Go and Grace that allow nonverbal individuals to communicate using pictures and text-to-speech. Reviews of the iPad note its potential to transform lives through affordable and easy-to-use augmentative and alternative communication tools.
The document discusses using ICTs like iPads, blogs, Skype, and interactive books in a rural classroom. It notes that students' literacy skills need improvement and they become off-task easily. ICTs allow for collaboration beyond the classroom and mitigate isolation. Videos show how recording reading helped students improve. Interactive books and ICTs were found to further literacy progression compared to traditional worksheets.
Presentation shared by author at the 2015 EDEN Open Classroom Conference "Open Discovery Space: Transforming schools into innovative learning organisations" held on 18-21 September 2015, in Athens, Greece.
Find out more on #OCCAthens here: http://www.eden-online.org/eden-events/open-classroom-conferences/athens2015.html
Autism spectrum disorder affects approximately 1.5 million people in the United States, with 1 in 110 children being diagnosed, and 1 in 70 boys. While the cause is unknown, technology can help people with autism learn in different ways. Video modeling, digital social stories, and simulations have been shown to improve communication and social skills. Interactive whiteboards and specialized software programs provide engaging and individualized learning environments. Computers create a focused, comfortable environment and allow for differentiated instruction that can lead to future success for people with autism.
This document discusses assistive technologies that can help vision impaired students. It defines assistive technology as devices that help people with disabilities perform functions that may otherwise be difficult. The document outlines several technologies available for vision impaired students, including canes, braille devices, screen readers, and magnification systems. It emphasizes that technology allows visually impaired students to independently complete reading, writing, and other school tasks. The document also notes the importance of teachers keeping updated on assistive technologies to help all students succeed in inclusive classrooms.
AUTISM SPECTRUM DISORDERS AND USE OF THE IPAD FOR CLASSROOM COMMUNICATIONKate Mard
I chose to focus on the Autism Spectrum disorder.
A PowerPoint presentation designed to illustrate how technology (focus on iPad) can be used to help with the communication issues and needs of Autistic individuals.
Focused on illustrating:
-What the disorder is
-Possible etiologies and incidence of the disorder
-Academic, educational, and social needs
-How curriculum could be modifed or adapted to achieve successful learning outcomes
This was done in APA format.
The document discusses three articles about integrating technology into education. The first article from 2002 discusses how students feel restricted by internet filters at school. The second lists top educational resources for teachers like Evernote and Google Chrome. The third discusses a university providing iPads to students, which could lighten backpacks and lower costs if textbooks are downloaded. The conclusion expresses a wish for the student's own university to provide iPads to further integrate technology into teaching and learning.
The document discusses a school district's plan to provide iPads to all students. [1] The district has over 7,500 students across one high school, two middle schools, and six elementary schools located in a wealthy community. [2] The goal of the iPad initiative is to position students where they can find information when needed, keeping the focus on individualized and flexible learning. [3] Key steps in the implementation timeline included gaining community buy-in, developing the backend infrastructure over the summer of 2011, and distributing iPads to students on August 24, 2011.
This document discusses the importance and use of audio-visual aids in education. It begins by defining audio-visual aids and multimedia education, noting their ability to improve comprehension and retention. It then discusses how various audio-visual technologies like interactive whiteboards, DVDs, YouTube, and mobile phones can be used to stimulate different learning styles and enhance lessons. While barriers like teachers' lack of technical skills and resistance to change can limit the use of audio-visual aids, the document concludes that their proper use can improve critical thinking and help remove abstract concepts, making them an important tool for effective teaching and learning.
This document discusses mobile-assisted language learning (MALL). It defines MALL as an approach to language learning that is assisted or enhanced through the use of handheld mobile devices. The document outlines some of the key advantages of MALL, including its learner-centered nature, potential for learner autonomy, and ability to integrate real-life contexts into learning. It also discusses challenges like app quality, data usage, and teacher resistance. Examples provided of MALL tools include educational apps, eBooks, social media, QR codes, and course management systems adapted for mobile.
1. The document discusses the use of 3D virtual worlds for online education and the creation of learning communities. It describes a virtual world called AET Zone that was created by Appalachian State University for their Instructional Technology program.
2. AET Zone allows for presence, co-presence, and interaction through avatars. Studies have shown these factors are important for developing online communities and engagement. Student surveys found AET Zone promoted a supportive learning community and continuous, collaborative learning.
3. Over time, AET Zone has grown to include over 2,400 members and additional interactive elements. It serves as the core environment for the Instructional Technology Master's program.
The document discusses natural language processing and some of the challenges involved, including ambiguity. It provides an example of an ambiguous word in Hindi ("vake") that could mean either "common" or "mango" depending on the context. It notes that disambiguation is a major challenge in natural language processing and is considered an AI-complete problem. Word sense disambiguation aims to compute the correct sense of ambiguous words in context.
Learning through the use of assistive technologydisneyqueenjo
Assistive technology provides benefits for students with special needs by supporting learning, inclusion, and independence. It encourages personal learning and assists students in developing abilities to accomplish educational goals. Studies show assistive technology facilitates achievement of individualized education program goals, assists with planning, problem solving, and behavior management, and gives opportunities for inclusive social situations. Educators must select, adapt, and use strategies modifying the learning environment to each student's unique needs.
1. There’s An App For That Lauren Kravetz Bonnet, M.A., CCC-SLP JugnuAgrawal, M.Ed., M.Sc.
2. A Review of the Literature Bonnet & Agrawal, 2011
3. Research Handheld devices can leverage the power of technology to enable all students to succeed (Gulchak, 2008). There is a direct correlation between the amount of student learning and personal development and the student involvement in the program (Astin, 1985). Teachers in this generation are more aware of the motivational benefits from using technology in special education (Rao, Dowrick, Yuen, & Boisvert, 2009). Due to the ubiquitous adoption of mobile devices in our society, mobile technology offers a contextual and authentic medium for learning (Fisher & Baird, 2007).
4. Research ((continued) In a study done in a graduate level History class, Vess (2006) found that the use of iPod created a learner-centered environment, created continuous engagement, and active learning along with a strong sense of community. Video iPod was found to be an effective instructional tool in increasing independent responding of an individual with developmental disabilities in a community based employment setting. This also led to decrease in outside prompting (Laarhoven et al. 2009). iPods were used with 8th grade literature classes. It was found that students developed deeper understanding of the concepts taught, were actively engaged and happy (Bauleke, & Herrmann, 2010). Bonnet & Agrawal, 2011
5. Benefits of Using Mobile Technology Mobility Integration/Access Relevance Information Management Student Engagement Differentiated Learning Academic Choice Instant Classroom Learning UDL Addresses working memory, specific needs, executive functioning Learning stations/centers Immediate feedback Personalization Multi-sensory/interactive Cost effective More ways to access, participate, and demonstrate learning! Bonnet & Agrawal, 2011
6. Communication Dragon Dictation Proloquo2go TapSpeak Tap To Talk iComm iConverse SmallTalk Aphasia Speak It Bonnet & Agrawal, 2011
7. Math Math Magic Pop Math iCalc Math Brain Clockmaster Numberline Counting Bills & Coins Units Bonnet & Agrawal, 2011
8. Language and Literacy Chicktionary 300 Blanks BB Magic Lite Chicktionary 300 Stanza Kids Genius Word Magic YouNote Brain Box Bonnet & Agrawal, 2011
9. Writing Dragon Dictation Abc Pocket Phonics Lite Grammar Jammers Use Your Handwriting Writing Prompts Madlibs Story Maker Skill Builder Spelling Bonnet & Agrawal, 2011
10. Science Discovery Channel NASA Weather HD National Geographic 3D Brain AnimalSound How Stuff Works Video Science Bonnet & Agrawal, 2011
11. History/Social Studies Stack the States Brain Pop On This Day D.C. Trip USPresidents History Channel The White House Google Earth Bonnet & Agrawal, 2011
12. Art, Creativity and Innovation Draw Free Spin Art Laser Lights Ooze Zoo Sketch HD Art of Glow Fluidity Anemona Bonnet & Agrawal, 2011
13. Music Virtuoso Beatwave Shazam Xylophone! HD Classical Guitar DrumSet Violin Solos Classical Lite MusicHouselite Pandora Radio Bonnet & Agrawal, 2011
14. Foreign Language iSpeakSpanish iSpeak Arabic iSpeak Hindi American Sign Language Alphabet Game iSpeak Italian iSpeak French QTranslator Bonnet & Agrawal, 2011
15. Spanish Spanish Articulation Probes Spanish Grammar: Ser/Estar Play2learn Conjugation Nation Learn Spanish and Play Bonnet & Agrawal, 2011
17. Organizers First Then My Classes Awesome Note 2Do Lite Evernote Stickies ShopListFree StudentLife Organizer Bonnet & Agrawal, 2011
18. Early Childhood Wipe & Learn Swapsies Free ABCs and Me Alphabet Zoo The Wheels on the Bus Morning Routines Alphabet ABA Farm Animals Photo Touch Bonnet & Agrawal, 2011
20. ABA Function Class Feature What Goes Together What Rhymes Healthy Habits What Does Not Belong Fruits & Nuts Bonnet & Agrawal, 2011
21. Social Skills Stories2Learn Off We Go - Plane Going Places Off We Go - Dentist AutismXpress Functional Skills System EveryDay HD Face-cards F Functional Skills System Manners HD Bonnet & Agrawal, 2011
22. Life Skills Functional Skills System Hygiene HD iDress NextBus Functional Skills System Community HD Metro Everyday Skills Bonnet & Agrawal, 2011
26. References Astin, A. W. (1985). Achieving educational excellence: A critical assessment of priorities and practices in higher education. San Francisco: Jossey-Bass. Bauleke, D. S. & Herrmann, K. E. (2010). Reaching the “iBored”. Middle School Journal, 33-38. Gulchak, D. J. (2008). Using a mobile handheld computer to teach a student with emotional and behavioral disorders to self-monitor attention. Education and Treatment of Children, 31, 567-581. Fisher, M., & Baird, D. E. (2007). Making mLearning work: Utiliting mobile technology for active exploration, collaboration, assessment, and reflection in higher education. Journal of Educational Technology Systems, 35(1), 3-30. Laarhoven, T. V., Johnson, J. W., Laarhoven-Myers, T. V., Grider, K. L. & Grider, K. M. (2009). Journal of Behavioral Education, 18, 119-141. Rao, K., Dowrick, P. D., Yuen, J. W. L., & Boisvert, P. C. (2009) Writing in a multimedia environment: Outcomes for high school students in special education. Journal of Special Education Technology, 24, 27-39. Vess, D. L. (2006). History to go: Why iteach with iPods. The History Teacher, 39, 479-492. Bonnet & Agrawal, 2011