Instructional Technology

Instructional Technology (IT) refers to any technology that is used in an education setting. This includes presentation technology such as interactive whiteboards as well as educational software. AT can also be considered IT, but typically, IT refers to standard technology used in a classroom setting. IT use in a classroom promotes a universal design for learning (UDL) environment. In a UDL environment, materials are presented in forms that benefit all learners and responses can be given in various forms. For example, a teacher can enhance a standard lecture by using an interactive whiteboard to display a powerpoint presentation as well as closed caption video clips on the day's topic. By using different technologies, the teacher is engaging all students, including those that have learning disabilities that affect their ability to read standard lecture notes. As evidenced by this and other examples, many types of IT can benefit both students with and without disabilities by enhance the skills of those without disabilities while also providing needed support to offset difficulties for those with disabilities.

IT used in the presentation of materials plays an important role in helping initially introduce new concepts to both students with and without disabilities. Following this introduction, students can use computer-based IT to further their understanding of the topic. Computer-based IT can be categorized as either Computer Assisted Instruction or Instructional Software.  

Computer Assisted Instruction (CAI) has been applied to different educational settings for more than 20 years. CAI uses computer technologies to enhance (for students without disabilities) or facilitate (for students with disabilities) learning. It has been widely used and researched in the general curriculum tasks of reading and writing. An example of a CAI technology for reading is scan and read programs such as Kurzweil 3000, Read and Write Gold, WYNN Reader, Open Book, and Scan and Read Pro. These types of programs provide students with dyslexia, visual impairments, or physical impairments access to printed reading material by reading scanned material aloud with customized speed, voice, and text highlighting options. This type of program, although designed for people with disabilities, can also benefit students without disabilities. Studies such as the Iowa Text Reader Project have shown that students without disabilities have experienced increased reading comprehension by using scan and read programs to listen to reading material while simultaneously reading it. Other examples of CAI include concept mapping programs, customizable keyboards, talking word processors, and word prediction software. These will be discussed further on the next page.

Although it has benefits for all students, CAI software has its greatest impact on students with learning disabilities. Whereas CAI software is used to enhance the skills of typical students, it provides a means of access to students with learning disabilities by eliminating the barriers their disabilities present.

Instructional Software (IS) programs include pictures, sounds, animations, and other various stimuli used to enhance the development of skills such as reading, writing and problem solving. IS programs provide individualized experiences used to enhance the general curriculum and mastery of skills through extra practice, simulations, and problem solving opportunities. The three categories of classification for IS programs are as follows.

• Drills and Practice Programs provide opportunities to master skills previously taught while providing corrective feedback. These types of programs teach a skill and then give multiple opportunities to practice this skill. For example, if the skill being taught is spelling, the student would initially be presented with a word and then would participate in multiple activities, typically involving pictures or some other desirable media, that would require the student to practice spelling that word.
• Simulations provide practice for decision making in cause and effect situations. Of all of the IS programs, simulations are most closely linked to AT. These programs are often specifically designed for students with disabilities. Programs designed for students with autism that simulate social situations are particularly successful. They allow students to practice responses to social situations before actually encountering them in order to teach proper social interaction. These are effective because they utilize a tool, the computer, that many students enjoy using.  
   
• Games provide opportunities to reinforce skills through activities that motivate the students. These can be successful for students with various types of learning or cognitive disabilities. These games typically teach by providing motivating multimedia rewards when the student accomplishes a task. Potential problems can arise when students focus on the reward and do not pay attention to what is being taught.

For any of these types of instructional software programs to be effective, they should be rooted in research-based skills. Teachers should also review any software intended for classroom instruction before using it in class to determine the integrity of the instructional design of the software.

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