Sage Journals: Discover world-class research

Abstract

Sharing thoughts on what represents significant advancements involving the education of persons for whom typical instruction is not effective seems simple enough. You think about the work you are engaged in and reflect on how you came to do what you are doing. If you have a record of being persistent in your work, then that becomes the context for your perceptions of significant advancements. While limited as a strategy for framing a vision for the future, the views of an individual do have potential when combined with the perspective of others. Emerging technologies in the realm of instructional change brought about by the Internet provide the framework for the choice of significant advancements, discussed in this article, to improve instruction for all students including students with disabilities. They include the impact of technologies that allow for measuring physiological and motivational responses of online learners that enhance the personalization of online instruction, the impact of wireless computing in contributing to how ubiquitous computing influences learning environments for all learners, and the increased capacity offered by technology to increase sensitivity to variability among online learners and to stimulate research in the important area of inquiry.

Keywords

technology electronic and information change/innovation exceptionalities online instruction e-learning environments

Get full access to this article

View all access options for this article.

References

Barber

Badre

(1998). Culturability: The merging of culture and usability. In Proceedings of the 4th Conference on Human Factors and the Web (pp. 1–14). Retrieved from http://zing.ncsl.nist.gov/hfweb/att4/proceedings/barber/

Carmel

Macy

A. J.

(2006). Physiological signal processing laboratory for biomedical engineering education. In 27th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (pp. 859–862). New York, NY: IEEE.

Dawson

M. E.

Schell

A. M.

Filion

D. L.

(2007). The electrodermal system. In Cacioppo

J. T.

Tassinary

L. G.

Berntson

G. G.

(Eds.), Handbook of psychophysiology (pp. 159–181). New York, NY: Cambridge University Press.

Gay

(2009). Context-aware mobile computing: Affordances of space, social awareness, and social influence. Synthesis Lectures on Human-Centered Informatics, 2(1), 1–62.

Gay

Hembrooke

(2004). Activity-centered design: An ecological approach to designing smart tools and usable systems (Vol. 2). Cambridge: MIT Press.

Grafsgaard

J. F.

Wiggins

J. B.

Boyer

K. E.

Wiebe

E. N.

Lester

J. C.

(2013). Automatically recognizing facial expression: Predicting engagement and frustration. In D’Mello

S. K.

Calvo

R. A.

Olney

(Eds.) Proceedings of the 6th International Conference on Educational Data Mining (pp. 43-50). Memphis, TN: International Educational Data Mining Society.

Hutchins

(1990). The technology of team navigation. In Galegher

Kraut

Egido

(Eds.), Intellectual teamwork: Social and technical bases of collaborative work (pp. 191–220). Hillsdale, NJ: Lawrence Erlbaum.

Littlewort

Whitehill

Fasel

Frank

Movellan

Bartlett

(2011). The computer expression recognition toolbox (CERT). In Gang

(Ed.), 2011 IEEE International Conference on Automatic Face & Gesture Recognition and Workshops (pp. 298–305). New York, NY: IEEE.

McDuff

Kaliouby

Kassam

Picard

R. W.

(2011). Acume: A new visualization tool for understanding facial expression and gesture data. In Gang

(Ed.), 2011 IEEE International Conference on Automatic Face & Gesture Recognition and Workshops (pp. 591–596). New York, NY: IEEE.

10.

Rose

D. H.

Meyer

(2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Significant Advancements in Technology to Improve Instruction for all Students

Abstract

Keywords

Get full access to this article

References