Interactive Teaching Using the Technology-Oriented Framework

The three research materials focus on the salient role of interactive teaching with the application of technology-oriented framework to ascertain competitive results for different student categories.

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Book: Richards, S. B., Brady, M. P., & Taylor, R. L. (2014). Cognitive and intellectual disabilities: Historical perspectives, current practices, and future directions. Routledge.

Journal: Lukowiak, T., & Hunzicker, J. (2013). Understanding how and why college students engage in learning. The Journal of Effective Teaching, 13(1), 44-63.

Book (PDF format): Butt, R. (2014). The Changing Role of Teacher AssistantsWhere Being a MumIs Not Enough. PhD thesis, University of Canberra, Canberra.

Synopsis

Richards, Brady, and Taylor's book, the intention of the survey is comprised in 13 chapters. The research highlights the purpose of technology for teachers to accrue sufficient results in the leaning process. By evaluating the past, present, and future forecasts; the research indicates the necessity of integrating CIDs (Cognitive Intellectual Disabilities) for success in the process. In the second research, Lukowiak and Hunzicker (2013), they argue that the inclusion of IPI (Instructional Practices Inventory) and peer observation methods are ideal for interactive and result-oriented teaching to empower different types of students. Thirdly, Butt's (2014) research focuses on the role of teaching with the use of technology to reach students from professional and parental perspectives. Rosemary Butt focuses on the incremental role of teacher assistants in delivering quality education; hence, she advocates for the use of technologically advanced media.

Establishing whether the researchers were objective or biased

The three research studies are objective. Arguably, the authors in the two books and one journal establish the independent sources they used in evaluating and analysing through surveys, primary, and secondary approaches.

Establishing whether the researchers were systematic

It is notable that the three groups of researchers present the questions, problems, questions, purposes, methodology, and data collection approaches in the recommended way. It is through such compliments that the studies depict definite results in data analysis, interpretations, and conclusions.

Application of the research

Richards, Brady, and Taylor's (2014) research can be inferred by teachers to forecast the intellectual influence of technology use in the learning process. In Lukowiak and Hunzicker (2013) study, the research can be generalized to forecast the expected outcomes of technology-based teaching for diverse groups of students. Another generalized perspective is applicable in Rosemary Butt's research.

Conclusion

In the three studies, it is notable that the researchers establish independent outcomes while highlighting the limitations faced in the process. Lastly, the recommendations denote emphasis for further studies to investigate any changes and results, which could be lacking in the studies.

New question arising from reading the research

Are the data collection and theoretical methods applicable in teaching mentally challenged students?

References

Butt, R. (2014). The Changing Role of Teacher Assistants: Where Being a Mum Is Not Enough. PhD thesis, University of Canberra, Canberra.

Lukowiak, T., & Hunzicker, J. (2013). Understanding how and why college students engage in learning. The Journal of Effective Teaching, 13(1), 44-63.

Richards, S. B., Brady, M. P., & Taylor, R. L. (2014). Cognitive and intellectual disabilities: Historical perspectives, current practices, and future directions. Routledge.