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　　Assignment是美国，加拿大，澳洲，英国教师很常给学生安置不同类型的作业。Assignment需求特定的专业知识和写作技能，因而以掌握assignment写作一般需求花很长时刻和精力，并且assignment的类型多种多样。而这些正是咱们的写手所拿手的，所以咱们能帮忙我国留学生代写任何紧急的和难度的assignments。其中：

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澳洲教育学作业代写- 技能辅佐

Another example of the important role that technology can play in helping students to overcome their difficulties with academic skills can be found in the study conducted by Bouck, Doughty, Flanagan, Szwed, and Bassette (2010) to examine how effective a pentop computer (a FLYPen) and the writing software (specifically designed for the FLYPen) was in assisting students with disabilities in writing. This tool “resembles a typical pen, larger in size and includes a slot at the top where a software cartridge is inserted. When using special paper created for the FLYPen, the pentop computer produces voice output to provide directions, prompts, reinforcement, and hints to students for various activities” (p. 36). In this study, three high school students were chosen based on the following criteria: 1) high school students receiving special education services between 15 and 18 years old; 2) students with a mild intellectual disability or learning disability; 3) students having difficulty in written expression; 4) students who had received special education services since early elementary school. The results presented that all students experienced initial gains in the quality of written expression while using the FLYPen. They determined that technology-enhanced procedural facilitators not only can benefit the quality and quantity of written expression in students with mild disabilities, but it can also improve students ability to plan their writing and help them complete these tasks more independently. It is crucial that teachers are exposed to and have knowledge of the available technologies that could support students in their academic tasks (Raskind, 1994). Logically, teachers who do not realize and have not been exposed to the usefulness and applications of technology in education in general, and special education specifically, will be more reluctant to use them. It is therefore important that technology is included in preparation programs for special education teachers; in these programs, technology should be used as part of the preparatory program for teachers and cover technical applications at the classroom level. In this way, special education teachers will have the knowledge and experience in using technology that will contribute to the widespread of the use of technology in special education programs.

　　另一个例子的技术可以发挥重要的作用,协助学生克服他们的困难和学术技术可以Bouck进行的研讨中发现,英勇的,弗拉纳根,Szwed,Bassette(2010)研讨怎么有用pentop计算机(FLYPen)和编写软件(专门为FLYPen)是在帮忙残疾学生写作。这个东西“类似于一支典型的钢笔，体积更大，顶部有一个插入软件墨盒的插槽。”当运用为FLYPen制造的特别纸张时，笔杆计算机产生声音输出，为学生供应各种活动的方向、提示、强化和提示。本研讨选择了三名年龄在15–18岁接受特别教育的高中生;2)有轻度智力或学习妨碍的学生;3)书面表达困难的学生;从小学前期就接受特别教育服务的学生。结果闪现，一切学生在运用FLYPen时，书面表达的质量都有了开始的进步。他们以为，技术增强的程序促进器不只能使轻度残疾学生的书面表达在质量和数量上获益，而且还能进步学生的写作方案才干，协助他们更独顿时完成这些任务。至关重要的是，教师触摸和掌握可用的技术，以支撑学生的学术任务(拉斯金德，1994)。从逻辑上讲，没有认识到技术在一般教育，特别是特别教育中的有用性和运用的教师，将更不愿意运用技术。因而，在特别教育教师的预备方案中包含技术是很重要的;在这些项目中，技术应作为教师预备项目的一部分，并包含讲堂层面的技术运用。通过这种方法，特别教育教师将具有运用技术的知识和经历，这将有助于在特别教育项目中广泛运用技术。

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