Distance Education Applications in Rural Special Education: Where We've Been and Where We're Going
In the last decade, distance education applications in rural special education have expanded rapidly with the growing use of telecommunications technologies. Distance education has been used in direct service programs for students with special needs in rural school systems, in preservice personnel preparation programs, and in inservice training programs for teachers working in rural areas. State educational agencies, colleges and universities, and regional and local school districts all have implemented distance education efforts to support rural special education using a variety of new technologies. Distance education will continue to offer exciting opportunities in which the needs of pupils, preservice students, and inservice teachers will be met as telecommunications technologies become more widely available and organizational constraints are eliminated.
Creating and Using Video Segments for Rural Teacher Education.
This paper provides guidelines for using video presentations in teacher education programs in special education. The simplest use of video is to provide students with illustrations of basic concepts, demonstrations of specific skills, or examples of model programs and practices. Video can also deliver contextually rich case studies to stimulate student discussion of issues and application of knowledge and skills. Information about commercially available videotapes relevant to education can be obtained from publications catalogs, information clearinghouses, and advertisements in professional newsletters and journals. Written permission from the publisher should be obtained if a videotape is used in a distance education program or if video materials are transferred to a different format. Because most videotapes depict models from urban and suburban schools, there is a need to develop videotapes that depict successful rural models, methods, and materials. A critical step in creating original video production is securing permission from agencies or individuals to be videotaped in the home, classroom, or community setting. Other importaht steps in creating original materials include preparing a script or outline to guide videotaping sessions, insuring that all needed equipment and materials are available, and checking that all desired footage is obtained during taping. Many colleges, universities, and state education agencies have their own video production facilities or have access to local companies or free-lance producers. If funds allow, the assistance of trained and experienced personnel can ensure a satisfying final product. In addition, effective video materials for instructional use can be easily created through computer technology. Includes resources for commercial video purchases and for video production. Contains 21 references. (LP) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S DEPARTMENT OF EDUCATION Office of Educational Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) p4is document has been reproduced as received from the person or Organization originating it Minor changes have been made to improve reproduction quality. o Points of view or opinions Mateo in this document do not necessarily represent official OERI position or policy. "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY
Educational innovation in Musical Language Course: responses and the overcoming of limitations
This article presents an innovative methodological proposal for the development of auditory education in the course of the Language of Music. Based on this proposal, we analyze an educational community’s response to the innovations implemented, and we identify the limitations recognized throughout the learning and teaching process, as well as the strategies developed to overcome them. To this end, we applied a qualitative methodology with the classroom-based research method. The compilation of data was carried out through participant observation, captured in the journals of the professor and researcher, interviews and analysis of documents. The research results demonstrate that patience, responsibility and perseverance in their work on behalf of the professors have been key to overcoming the limitations identified and in promoting that students enjoy and learn their class contents in meaningful ways. Recibido 05/02/2018 Aceptado: 09/03/2018