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Here’s to the future

Here’s to the future Abstract In the near future the thoughtful and creative use of technology can, and should, greatly improve the quality of the curriculum for dyslexic students. The quality of their learning should also be enhanced, provided that educators are fully aware of student needs, have advance training, and have sufficient time and expertise to select and evaluate appropriate software programs. Computers and other multi-media devices must not only be present in the classrooms of the future, but should be fully integrated into the regular instructional system to meet the individual needs of dyslexic students. There should be prior knowledge on the teacher’s part of types of software which will lead to curriculum congruence and the achieving of goals unreached without the help of technology. Technology should not be restricted to one content area or discipline, but should be available whenever it can be seen to make learning more profitable and more efficient. Both students and teachers must be granted the freedom to use technology in ways that will encourage creativity, critical thinking, and easy access to information in keeping with intellectual potential. Teacher training and involvement are crucial to the successful use of multi-media in the remediation of skills and extension of knowledge for dyslexic students. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annals of Dyslexia Springer Journals

Here’s to the future

Steeves, Joyce
Annals of Dyslexia , Volume 40 (1): 12 – Jan 1, 1990
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References (10)

Publisher
Springer Journals
Copyright
1990 The Orton Dyslexia Society
ISSN
0736-9387
eISSN
1934-7243
DOI
10.1007/BF02648139
Publisher site
See Article on Publisher Site

Abstract

Abstract In the near future the thoughtful and creative use of technology can, and should, greatly improve the quality of the curriculum for dyslexic students. The quality of their learning should also be enhanced, provided that educators are fully aware of student needs, have advance training, and have sufficient time and expertise to select and evaluate appropriate software programs. Computers and other multi-media devices must not only be present in the classrooms of the future, but should be fully integrated into the regular instructional system to meet the individual needs of dyslexic students. There should be prior knowledge on the teacher’s part of types of software which will lead to curriculum congruence and the achieving of goals unreached without the help of technology. Technology should not be restricted to one content area or discipline, but should be available whenever it can be seen to make learning more profitable and more efficient. Both students and teachers must be granted the freedom to use technology in ways that will encourage creativity, critical thinking, and easy access to information in keeping with intellectual potential. Teacher training and involvement are crucial to the successful use of multi-media in the remediation of skills and extension of knowledge for dyslexic students.

Journal

Annals of Dyslexia – Springer Journals

Published: Jan 1, 1990

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