Expanding Communication in the Transition Process: Can Edublogs Help?

Volume: 8 Number: 2 June 1, 2015
  • Janice J. Seabrooks-blackmore
  • Karen B. Patterson
  • Kristine W. Webb
  • Gwendolyn J. Wıllıams
EN TR

Expanding Communication in the Transition Process: Can Edublogs Help?

Abstract

This exploratory study examined the introduction and use of Edublogs as a collaborative communication tool in three university graduate courses to enhance the development of transition plans for students with disabilities. Participants were enrolled in one of three courses that addressed Transition and Legal Issues in Special Education. Pre-and-post surveys were given to determine participants’ knowledge, feelings, and experiences with the use of Edublogs, as well as their attitudes before and after the introduction and use of Edublogs. Results indicated that participants’ attitudes varied minimally; however, post-survey comments revealed more familiarity and comfort with the use of this Web 2.0 technology in collaborating with students, colleagues and families to enhance participation in transition meetings for students with disabilities with minimal barriers related to time and location.

Keywords

Details

Primary Language

English

Subjects

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Journal Section

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Authors

Janice J. Seabrooks-blackmore This is me

Karen B. Patterson This is me

Kristine W. Webb This is me

Gwendolyn J. Wıllıams This is me

Publication Date

June 1, 2015

Submission Date

June 1, 2015

Acceptance Date

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Published in Issue

Year 2015 Volume: 8 Number: 2

APA
Seabrooks-blackmore, J. J., Patterson, K. B., Webb, K. W., & Wıllıams, G. J. (2015). Expanding Communication in the Transition Process: Can Edublogs Help? Journal of Theoretical Educational Sciences, 8(2), 153-172. https://izlik.org/JA86UU62BD