Annotated+Bibliography+for+April+26

** 1. How did the teacher use technology in this lesson/approach? Details – time, activities, products, etc. **
===This article was about how to use talking calculators at school and at home. The talking calculators are designed for to be use by the visually impaired, blind, and other students who need help in math. It can also be used for at home tasks that involve math like balancing a checkbook or estimating budget expenses.===

** 2. How did the students use technology? Details – time, activities, products, etc. **
===The students can use the calculator just like a normal calculator can be used. The numbers and key functions are displayed on a larger screen. When the student presses a button there is a voice-synthesizer that says the number or function that was pressed, and then when the answer appears it tells the student the answer that appears on the screen.===

** 3. & 4. How were students assessed? How were students’ content knowledge, skills, and/or technology skills evaluated? How were students provided feedback, remediation, scaffolding? **
===Students can be assessed to see if this is a tool that could be incorporated into their IEP, because the calculators can be a bit expensive. There are two different types of talking calculators, one that just does basic functions like adding, subtracting, multiplication, and division. Then there is also a type of talking calculator that older students can use for algebra and trigonometry.===