conclusion

In the recent past, computer hardware and software was either too expensive and cumbersome or too complex and inefficient to become (Matzen & Edmunds, 2007; The National Center for Technology Innovation & Center for Implementing Technology in Education, 2006).

Using technology to support students with disabilities was often abandoned because of lack of technical support and expertise, inefficiency of fit into the instructional day, anxiety regarding technical glitches, and/or insufficient numbers of computers to support instruction. However current advances in technology have created a plethora of options for teachers (The NCTI & CITEd, 2006; Villa, 2005). “Contemporary educational programs are different from traditional ones, in the way they involve sounds, video, or animation, and also allow a range of interaction.” (Lee & Vail, 2005, p5). Additionally, many technology options are inexpensive and included as part of the hardware currently being built into the operating systems of computers (Blankenship et al, 2005; National Council on Disability, 2006).

Instructional technology applications are widely available; educators must understand what positive impact these improvements may have on the education of students. To accomplish this, educators need information about how to select, access, and manage programs (Mishra & Koehler, 2006); they also need to know how to find support when incorporating new instructional technologies into the classroom. Finally, educators need to become familiar with current teaching pedagogies related to the integration of instructional technology for all students.