التکامل بين تطبيقات نظريات التعلم وتکنولوجيا التعليم عند تعليم ذوي صعوبات التعلم من خلال نموذج هندي الرباعي

المراجـــــــــــــع

   حسن سید شحاتة (2007). استراتیجیات التعلیم والتعلم الحدیثة وصناعة العقل العربی. القاهرة: الدار المصریة اللبنانیة.

   محمد حماد هندی (2010). التعلم النشط: اهتمام تربوی قدیم حدیث، القاهرة: دار النهضة العربیة.

   محمد حماد هندی (2002). "فعالیة استخدام مواقف الخبرة المباشرة فی تقدیم وحدة تعلیمیة متکاملة فی العلوم والمجال الزراعی لتلامیذ الصف الخامس بمدارس التربیة الفکریة". مجلة دراسات

فی المناهج وطرق التدریس. العدد 80، ص 217 ـ258 .

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Integration between Applications of Learning Theories andInstructional Technology through Hendy's 4Cs Model to Educate Learning-Disabled Students

Mohamed Hammad Hendy*

Abstract:-The purpose of the current paper was to guide how to utilize more than one learning theory through Hendy's 4Cs Model accompanied by appropriate instructional technology in the field of learning-disabled students. Hendy's 4Cs model is based on four learning theories (contextualism, Connectivism, constructivism, and cognitivism); so it has 4 learning phases which are contextualizing, connecting, constructing, and cognitivizing. By enhancing learning through one of its phases, or through the whole model, by suitable instructional technology such as images, computer games, real objects and samples, and other electronic devices…etc., learning procedures can be simplified for disabled students. Especially that recommendations and applications of learning theories came to be used for all students, and instructional technology has indicated and proved its success in the field of learning-disabled students. 

Keywords: Learning Disabilities, Learning Theories, Hendy's 4Cs Model, and Instructional Technology.