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) for publication in this open access journal is 350 CHF (Swiss Francs). 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 (1 paper)

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Research

Open AccessArticle Teaching Enzyme Activity to the Visual Impaired and Blind Students
Technologies 2017, 5(3), 52; https://doi.org/10.3390/technologies5030052
Received: 17 May 2017 / Revised: 1 August 2017 / Accepted: 14 August 2017 / Published: 17 August 2017
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Abstract
Biochemistry requires a high abstraction level, and different approaches should be used to enable the proper understanding of different subjects. In particular, students with visual impairment or blindness need special attention, not due to a lack of cognitive skills, but due to the
[...] Read more.
Biochemistry requires a high abstraction level, and different approaches should be used to enable the proper understanding of different subjects. In particular, students with visual impairment or blindness need special attention, not due to a lack of cognitive skills, but due to the fact that most of the teaching methods are visual. Enzyme properties are usually taught through experimental data that show how the activity changes in different conditions, which end up with the analysis of graphs. Therefore, our group developed experiments and graphical representations that enable visually impaired and blind 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 graphs were made with cold porcelain with all the labels (legends and numbers) written in Braille with a positive slate. From our experience with a blind student, both the experiments and the graphic representations were useful adaptations for teaching enzyme properties. Full article
(This article belongs to the Special Issue Education Technologies)
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