Grounded in What Works

Abstract

The purpose of this systematic grounded theory study was to extend the theoretical foundations of the technology acceptance model (TAM) and the technological pedagogical content knowledge (TPACK) model to generate a theoretical model explaining the process leading to exemplary integration of technology into special education instructional practice. Data were collected through demographic surveys, interviews, and observations of a purposeful selection of participants. Participants were selected based on exemplary practice criteria determined by an expert focus group. Data were analyzed using open coding, axial coding, and selective coding to gain a categorical understanding of the pedagogy used by special education teachers in successfully integrating technology into teaching and learning. Final analysis revealed a cycle of four components leading to teachers' initial and ongoing technology adoption into classroom activities: (a) opportunities, (b) dispositions, (c) pedagogical beliefs, and (d) small steps. Skill and knowledge levels were salient themes in the process of technology integration. However, underlying these themes were key beliefs and dispositions that proved foundational in leading to exploration and exemplary integration of technology. While obstacles existed, they were ultimately overcome or overlooked due to these key beliefs and dispositions. Implications provide insight into how educators and researchers can improve preservice coursework and professional development for technology integration within special education instruction.

Special Education Teachers’ Experience, Confidence, Beliefs, and Knowledge About Integrating Technology

“…The findings of the current study confirm and extend previous research indicating that technology may help teachers meet the needs of students with disabilities by providing varied and differentiated access to curriculum, engaging learners with content, and helping monitor the effectiveness of instruction (Ciampa, 2017;Courduff et al, 2016). These perceived benefits of technology align with the UDL principles of providing multiple means of representation, engagement, action, and expression.…”

“…Thus, the purpose of the current study was to investigate in-service special education teachers' experience, confidence, beliefs, and knowledge about technology integration. This study builds on previous research on TPACK with preservice and in-service special education teachers (e.g., Anderson et al, 2017;Ciampa, 2017;Courduff et al, 2016) and contributes to a developing strand of TPACK research that focuses on how teachers exhibit TPACK in their reasoning and practice (Harris et al, 2017). Research with special education teachers who vary by teaching experience and confidence with using technology can help confirm, refute, or extend previous findings and inform teacher preparation and professional development efforts to promote technology integration with students who have disabilities.…”

“…In one qualitative study, 10 exemplary technology-using special education teachers developed TPACK by gradually experimenting with technology (Courduff et al, 2016). The teachers selected technology by considering learning goals plus student characteristics, preferences, skill levels, and needs.…”

“…Their TPACK increased when they learned and applied practical technologicaly knowledge, as did their pedagogical and classroom management strategies for technology-infused instruction. Across the latter two studies, teachers identified the following benefits of using technology in special education contexts: differentiated instruction, multimodal representations of content, adaptations for writing, formative assessment, improved motivation and engagement, and enhanced productivity (Ciampa, 2017;Courduff et al, 2016).…”

“…The plan emphasized using technology to transform learning experiences, provide greater equity and accessibility for students, close achievement gaps, and remove barriers for students. Technology can help teachers meet the individual needs of students with disabilities by engaging learners with content, providing alternate ways to represent curriculum, and supporting differentiated instruction (Ciampa, 2017;Courduff, Szapkiw, & Wendt, 2016). Digital learning tools support the principles of Universal Design for Learning (UDL), an approach that optimizes learning for all students by offering multiple means of engagement, representation, action, and expression (Center for Applied Special Education Technology, 2018; U.S. Department of Education, 2017).…”