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Information technology is not a way to bypass the development of essential academic skills and learning strategies.
For example, Landmark College's reading curriculum focuses on the development of sound-symbol recognition and reading fluency, but it incorporates assistive technology, such as the Kurzweil™ 3000 screen-reader. Our decision is based on research and practical experience that indicates that student progress in developing practical reading strategies and effective college-level comprehension is greatly assisted by these tools.
In every area of the program where technology is emphasized, the educational goal is to lower the demands that low-order activities place on cognitive processing. This permits students to devote more cognitive working space to the higher-order tasks that form the postsecondary curriculum. This approach is consistent with all current research on learning disabilities and attention disorders.
Landmark College's focus on technology is founded in the principles that technology should enhance, not bypass, essential strategic and skill development. Truly effective education is grounded, not simply in present performance, but in the development of strategies and capabilities that will support lifelong learning, both in future academic in career settings.
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