Special Issue "Education Technologies"

A special issue of Technologies (ISSN 2227-7080).

Deadline for manuscript submissions: closed (31 March 2017)

Special Issue Editors

Guest Editor
Prof. Dr. Brett E. Shelton

Department of Educational Technology, Boise State University, 1910 University Drive, Boise Idaho 83725-1747, USA
Website | E-Mail
Phone: +1 (208) 426-4008
Fax: +1 (208) 426-1451
Interests: instructional games and simulations; immersive learning environments; vision and cognition
Guest Editor
Prof. Dr. Michael Humphrey

Department of Special Education & Early Childhood Studies Education, Boise State University, 1910 University Drive, E204 Boise, USA
Website | E-Mail
Interests: integrated curriculums; instructional Interventions; integration of positive behavior intervention; special education administration

Special Issue Information

Dear Colleagues,

As the development of educational technologies advance, opportunities for assistive purposes often lag due to lack of funding and research-related support. For example, federally funded assistive programs in the United States have decreased, while general programs in science, technology, engineering, and math have proliferated. While perhaps underrepresented, research and development should be given consideration in how emerging tools and processes are being utilized by persons with cognitive and physical challenges. Consider virtual reality applications for education and assistance that were once prohibitively expensive, and have re-emerged for a market that has creative uses for persons with disabilities or impairments who can benefit from their unique affordances. This Special Issue looks to highlight the unique work dedicated to how technology is being implemented to assist those with special circumstances, with an eye toward cognitive benefits and learning applications.

Prof. Dr. Brett E. Shelton
Prof. Dr. Michael Humphrey
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Technologies is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) is waived for well-prepared manuscripts submitted to this issue. Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Assistive Technologies
  • Educational Games
  • Instructional Games
  • Universal Design
  • Adaptive Technology
  • Mobile Technology for Learning
  • Special Education
  • Educational Interventions
  • Technology-based Intervention
  • Skills Training
  • Work-based Accommodations
  • Disability Resources
  • Technology-assisted Assessment
  • Online Professional Development
  • School-based Accommodations

Published Papers

This special issue is now open for submission, see below for planned papers.

Planned Papers

The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.

Title: How a buffer holds the pH of a solution: A hypothetical titration experiment for the visually impaired student
Author: M. Lucia Bianconi
Affiliation: Laboratório de BioCalorimetria, Instituto de Bioquímica Médica Leopoldo de Meis, Universidade Federal do Rio de Janeiro, Rio de Janeiro, RJ, Brazil
Abstract:
The theory of buffering action is explained using the equilibrium of a weak acid through a hypothetical titration experiment developed for the visual impaired and blind students. This is shown in a box containing Lego™ bricks that represent both the ionized species of a weak acid (H+ and A-) that together form the acid (HA). The students play with the equilibrium by adding H+ or OH-, following a 3-D graph made with cold porcelain. This approach gives rise to a linear representation of the titration curve with a plateau at the pH corresponding to the acid’s pKa. After the hypothetical experiment, the data corrected by the equilibrium of ionization is shown in a titration curve that is now easy to understand.

Title: Teaching Enzyme Activity to Visual Impaired and Blind Students
Authors: Felipe Sales de Oliveira, Agatha Santos do Nascimento, and M. Lucia Bianconi
Affiliation: Programa de Educação, Gestão e Difusão de Biociências, Instituto de Bioquímica Médica, Universidade Federal do Rio de Janeiro, Rio de Janeiro, RJ, Brazil
Abstract: Enzyme properties are usually taught through experiments and graphical representations, which is challenging for visual impaired or blind students. Our group developed low-cost experiments and 3-D graphs that enable those students to understand enzyme properties. The experiments were done with pineapple bromelain using reconstituted dry milk and gelatin as substrates. The “visualization” of the results were based on the sensation of the viscosity of the samples. The 3-D graphs were done with cold porcelain and glued on 10  10 in boards of medium-density fiberboard (MDF), and the title and numbers in Braille were done in paper using a positive slate.

Journal Contact

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