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April's Author: A. Edward Blackhurst

The article for this month's TEC Author Online discussion includes my perspectives about the technology continuum, which ranges from "no-tech" to "high-tech" applications. Perspectives about five different types of technology (technology productivity tools, the technology of teaching, medical technology, instructional technology, and assistive technology) also are included. Much of my professional career has been involved with developing, applying, and researching options along the technology continuum.

At the no-tech level, I've been interested primarily in the technology of teaching, particularly as it relates to the design of instruction in pre-service and in-service programs that are competency based. I developed a competency-based curriculum development model that has been quite useful in the design of instruction and have enjoyed developing technology competency lists for a variety of special education personnel, ranging from teachers of young children with severe disabilities to special education professors.

At the low-tech level, I designed a system for developing print-based instructional modules that could be used by professors and in-service trainers. Students in our doctoral program learn how to use this system and apply it.

At the medium-tech level, I have conducted research on the use of tachistoscopes and audio tapes for teaching students with disabilities and traditional telecommunication systems (phones and audio tapes) for providing support services for beginning special education teachers.

Most of my recent efforts have been targeted at high-tech applications. Currently, I'm putting the final touches on an expert system for providing advice about single subject research designs, developing hypermedia instructional modules that are based on principles of anchored instruction, designing and delivering instruction via the World Wide Web, and using the Web for collaborative assistive technology policy development and collection of data related to instructional and assistive technology competencies needed by those who are delivering technology services to children with disabilities.

If you would like to locate additional information about any of these topics, visit my Faculty Profile Web page at the University of Kentucky. I refer to this as my "Color Me Wonderful" Web site. It also contains a picture if you want to attach a face to the words I'll be producing in the TEC Author Online discussion over the next three weeks.

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This material was developed by the National Center to Improve Practice (NCIP), located at Education Development Center, Inc. in Newton, Massachusetts.  NCIP was funded by the U.S. Department of Education, Office of Special Education Programs from October 1, 1992 - September 30, 1998, Grant #H180N20013.  Permission is granted to copy and disseminate this information.  If you do so, please cite NCIP.   Contents do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by NCIP, EDC, or the U.S. Government.  This site was last updated in September 1998.

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