Literaturnachweis - Detailanzeige
| Autor/inn/en | Anderson, Susan E.; Putman, Rebecca S. |
|---|---|
| Titel | Special Education Teachers' Experience, Confidence, Beliefs, and Knowledge about Integrating Technology |
| Quelle | In: Journal of Special Education Technology, 35 (2020) 1, S.37-50 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/0162643419836409 |
| Schlagwörter | Special Education; Special Education Teachers; Teacher Attitudes; Teaching Experience; Self Efficacy; Beliefs; Technological Literacy; Pedagogical Content Knowledge; Knowledge Level; Technology Integration; Individualized Instruction; Learning Motivation; Learner Engagement; Formative Evaluation; Daily Living Skills; Educational Benefits Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Technisches Wissen; Pädagogische Kompetenz; Wissensbasis; Individualisierender Unterricht; Motivation for studies; Lernmotivation; Alltagsfertigkeit; Bildungsertrag |
| Abstract | This study investigated the perspectives of elementary special education teachers regarding integrating technology into lessons. Eight special education teachers at a private university laboratory school, who varied in their levels of teaching experience and confidence with using technology, participated in the study. We interviewed each teacher three times, with two of the interviews following our observations of technology-integrated lessons. Qualitative analysis of interview transcripts provided insight into the interrelationships among teachers' technological pedagogical content knowledge, teaching experience, confidence with using technology, beliefs about the role of technology in education, and perceptions of the benefits and challenges associated with using it. Teachers' perceptions of the value of technology in special education classrooms included providing differentiation, offering varied representations of content, enhancing motivation and engagement, facilitating formative assessment, and fostering life skills. Challenges of integrating technology included technology malfunctions and lack of teacher and student technological knowledge. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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