The purpose of this special issue to provide teachers with ideas and resources on how to integrate technology into evidence-based practices in their classroom. The articles featured in this special issue focus on teaching academic and behavioral skills that can be implemented within a tier-based instructional framework (e.g., response to intervention) for students struggling to meet grade-level requirements in inclusive settings.
GrayL.ThomasN.LewisL. (2010). Teachers’ use of educational technology in U.S. public schools: 2009 (NCES 2010-040). Washington, DC: U.S. Department of Education, National Center for Education Statistics, Institute of Education Sciences.
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HicksS. D. (2011). Technology in today’s classroom: Are you a tech-savvy teacher?Clearing House, 84, 188–191.
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National Education Association. (2008). Technology in schools: The ongoing challenge of access, adequacy, and equity (Policy Brief PB19). Washington, DC: Author. Retrieved from www.nea.org/assets/docs/PB19_Technology08.pdf
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PenuelW. R. (2006). Implementation and effects of one-to-one computing initiatives: A research synthesis. Journal of Research on Technology in Education, 38(3), 329–348.
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SmithS. J.OkoloC. (2010). Response to intervention and evidence-based practices: Where does technology fit?Learning Disabilities Quarterly, 33, 257–272.
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UnionC. D.UnionL. W.GreenT. D. (2015). The use of eReaders in the classroom and at home to help third-grade students improve their reading and English/language arts standardized test scores. Tech Trends, 59(5), 71–81.
