New Literacy Studies
New Literacy Studies
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新素养研究
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Mark Surabian
中科院分区：
文献类型：
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作者：
Srikala Naraian;Mark Surabian
即使研究继续表明辅助技术在提高学生成绩方面的潜力，但它在学校中仍然没有得到充分利用。在有效利用辅助技术方面的众多挑战中，研究表明，教育工作者没有充分准备考虑和实施这种技术的使用。在这篇文章中，我们补充的努力，划定教师为此目的所需的能力，建议新的识字研究可以作为一个生成框架，以刺激必要的处置，一个强有力的承诺，使用辅助技术（AT），并增加在课堂上的可访问性。具体而言，我们研究结构内的社会文化方法识字，多模态，批判性识字，从而加强课程，教学法和技术为基础的支持残疾学生之间的相互联系。我们提供了几个启示，这种方法的教育工作者和教师教育工作者。
Even as research continues to suggest the potential of assistive technology for improving student outcomes, it remains under-utilized in schools. Among numerous challenges to the effective utilization of assistive technology, research has suggested that educators are inadequately prepared to consider and implement the use of such technologies. In this article, we complement the effort to delineate the competencies needed by teachers for this purpose by suggesting that New Literacy Studies can serve as a generative frame to stimulate the dispositions necessary for a strong commitment to the use of assistive technology (AT) and to increase accessibility in the classroom. Specifically, we examine constructs within sociocultural approaches to literacy, multimodality, and critical literacy, thereby strengthening the interconnections between curriculum, pedagogy, and technology-based support for students with disabilities. We offer several implications of this approach for educators and teacher educators.