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Journal of Technology in Human Services Volume 32, 2014 - Issue 1-2: The Use of Technologies in Human Service Education and Training
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ARTICLES

Perceived Influence of Adoption of Personal Electronic Response Systems by Students With and Without Disabilities and Limited English Proficiency in Small Social Work Classes

Alexa Smith-Osborne University of Texas at Arlington, Arlington, TexasCorrespondence[email protected]
Pages 54-64 | Received 17 Jun 2013, Accepted 04 Oct 2013, Published online: 21 May 2014

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Read on this site (3)

Aoife McNicholl, Hannah Casey, Deirdre Desmond & Pamela Gallagher. (2021) The impact of assistive technology use for students with disabilities in higher education: a systematic review. Disability and Rehabilitation: Assistive Technology 16:2, pages 130-143.
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Scott Anderson, Allen Goss, Mike Inglis, Alan Kaplan, Laleh Samarbakhsh & Melissa Toffanin. (2018) Do clickers work for students with poorer grades and in harder courses?. Journal of Further and Higher Education 42:6, pages 797-807.
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Laura A. Voith, Megan R. Holmes & Janelle Duda-Banwar. (2018) Clicking Toward Better Grades: The Use of Student Response Systems in Social Work Education. Journal of Social Work Education 54:2, pages 239-249.
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Articles from other publishers (4)

Sasan Radan, Sara Hassan, Andrew Sean Wilson & Shadi Saleh Basurra. 2023. Handbook of Research on Innovative Frameworks and Inclusive Models for Online Learning. Handbook of Research on Innovative Frameworks and Inclusive Models for Online Learning 1 27 .
Antonio Ruiz-Martinez, M. Antonia Martinez-Carreras & Alfonso P. Ramallo-Gonzalez. (2020) Enhancing Check-Reinforce Introduction With a Class Response System: The C2RI Method - A Five-Year Study. IEEE Access 8, pages 15178-15193.
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Mirfa Manzoor & Vivian Vimarlund. (2018) Digital technologies for social inclusion of individuals with disabilities. Health and Technology 8:5, pages 377-390.
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Caroline S. Clauss-Ehlers & Lynn Pasquerella. (2017) Application of campus instructional support: two case studies. The International Journal of Information and Learning Technology 34:4, pages 338-350.
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