澳洲教育学作业代写 传统教科书

利用科技可以帮助残疾学者在学术和就业任务中提升和提高他们的个性。技术也有利于他们参与课堂辩论，并帮助他们完成一些艰难的学业责任。本文介绍了在通用学习设计(UDL)、学术技能和过渡服务中使用辅助技术的作用和好处。摘要介绍了在教育或培训残疾学生中结合技术需要考虑的重要原则。“作为数字革命的结果，教育世界目前正在经历一场巨大的变革。”由于这一“数字革命”，在设计教育或培训项目时，利用技术的可用性和可获得性是至关重要和实际的。科技有潜力提高智障学生的生活质量，这不仅仅是方便的问题。技术在教育中的应用是可以预见的;学校落后只是时间问题，除非他们努力赶上。学生们每天花很长时间在校外使用科技，所以期望他们来到学校，发现自己在一个没有科技的世界，并感到被这个世界所吸引，这是可行的。除了吸引力的因素，还有利用技术的成功，这已经被一些研究证明。例如，Patton和Roschelle(2008)认为，数字教科书提供了比传统教科书更好的选择，因为它们可以提供即时反馈、交互式表示和通用学习设计系统(UDL)。

澳洲教育学作业代写 传统教科书

Using technology can support scholars with disabilities to advance and improve their individuality in academic and employment tasks. Technology also benefits their involvement in classroom debates, along with helping them to accomplish some tough academic responsibilities. This paper confers the role and benefits of using assistive technology in the Universal Design for Learning (UDL), in academic skills, and in transition services. A summary of the significant principles that need to be considered in the integration of technology in educating or training students with disabilities is provided.“The world of education is currently undergoing a massive transformation as a result of the digital revolution”. Because of this “digital revolution,” it is both vital and practical to make use of the availability and accessibility of technology in designing educational or training programs. Technology has the potential to contribute to a improved quality of life for students with intellectual disabilities, which is more than just a matter of convenience. The use of technology in education is foreseeable; it is only a matter of time before schools will fall behind unless they try to catch up. Students spend long hours of their day outside school using technology, so is it practical to expect them to come to school and find themselves in the world of no technology and feel attracted to this world. In addition to the factor of attractiveness, there is also the success of using technology, which has been proven through some studies. For instance, Patton and Roschelle (2008) argue that digital textbooks offer a better alternative than traditional textbooks because they can provide instant feedback, interactive representations, and the system of universal design for learning (UDL).

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