| Writing & Technology |
Readings (6) |
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A historical review of technology
research in special education
Woodward, J., & Rieth, H. (1997).
First Appeared: (Winter, 1997)Review of Educational Research, 67(4),
503-536.
Abstracted by Krista Fritz Rogers
The presence and significance of computers in every area of life has exploded, and special education is no exception. This paper reviews research literature since 1980 on the broad range of technology applications in special education. Rather than limit the review to academically-related issues and effectiveness of particular applications of computer-assisted instruction (CAI), the authors also give significant space to the many observational and naturalistic studies as well as research related to the many roles special education teachers must fulfill in addition to instruction (e.g., eligibility, progress toward individual goals).
The review acknowledges the tension (and associated confounding factors) between the characteristics of various technology (media) and the curriculum design principles embedded in the software. Another variable the review brings up is the manner in which teachers actually incorporate technology into their instruction (e.g., drill and practice, student motivation).
Research literature is organized here historically and thematically. Regarding the academic impact of technology-based instruction, the first section describes the evolution of special education research from broad comparison between CAI and traditional instruction to a more focused examination of the impact of instructional variables inherent in the software tools. The second section summarizes research related to computer-based assessment; the range of applications includes determining eligibility for special education services, monitoring daily progress toward annual individual educational plan (IEP) goals, using computerized versions of curriculum-based measurement (some of which employ experts system technology to offer instructional prescriptions). The third section surveys naturalistic and observational research. This discussion focuses on the transfer from research to practice.
The conclusion offers a fine distillation of the research reviewed in the narrative, and recaps several key issues, including the use of natural settings (e.g., public school classrooms) for research, use of prototype technology in studies (technology which frequently never made it to market), and special educators' special view of their craft. Regarding the last issue, many views (which often originate with researchers) of how technology might be deployed in the classroom often is at odds with core visions of teaching.
While this special education research review traces the evolutionary nature of computer technology in general, it recognizes the special concerns facing special education. The discussion comes back to significant issues of fundamental concern in special education: the multiple roles of special educators, and the need to acknowledge and respond to individual differences among learners.
