Chapter 34: New Machines and New Agendas: The Changing Nature of Special Education Technology Research

John Woodward & Ralph Ferretti

New machines and new agendas: The changing nature of special education technology research A seemingly obvious focus of educational technology research is instruction and learning. For decades, researchers have asked questions such as, ‘Can technology be used to help students master basic skills? Do computer simulations improve problem solving? Will word processors, by themselves, yield better writing?’ While the learning focus certainly holds for special education research as well, it should be noted from the onset that there has also been a substantive amount of work in the administrative and assistive uses of technology. Special education laws in the United States, for example, require elaborate procedures for diagnostic procedures, criteria for qualifying students for services, and the need for ongoing reporting. The potential use of technology to address these different administrative functions is considerable. In the past, novel solutions to administrative problems have included the use of expert systems as ...

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