The Impact of Technology Use in Special Education Field Experience on Preservice Teachers' Perceived Technology Expertise

Abstract

This article outlines the results of an exploratory study designed to measure changes in the awareness of preservice teachers concerning technology for students with disabilities. A pretest-posttest survey collected data on (a) awareness of the types of instructional technology available for students with disabilities, (b) ability to integrate technology into the classroom, (c) knowledge of the operation of computers and peripherals, (d) knowledge of technology available for assessment, and (e) extent of dissemination of new knowledge to colleagues. Results of this study indicated that participation in a technology-rich field experience increases the likelihood that preservice special educators will perceive an increase in (a) knowledge concerning the appropriate use of technology for students with disabilities, (b) the use of technology to facilitate student learning, and (c) the use of technology as a teacher tool.

The Role of Technology in Preparing Youth with Disabilities for Postsecondary Education and Employment

“…Consumers identify the two biggest barriers to be lack of knowledge of stakeholders about appropriate assistive technology and lack of funding to purchase assistive technology (Fichten, Barile, & Asuncion, 1999; National Council on Disability). Many graduates of teacher education programs are not adequately prepared in the general use of computer technology and in classroom applications (Anderson & Pelch-Hogan, 2001;Hasselbring & Glasser, 2000;National Center for Education Statistics, 2000a, 2000b; National Council on Disability). In addition, as reported by the National Council on Disability, "the rapid acquisition of educational technology has not sufficiently addressed the needs of students with disabilities.…”

The Effectiveness of Video Tutorials for Teaching Preservice Educators to Use Assistive Technologies

“…At the time of this literature review, only a few articles were found that described instructional methods or models for integrating assistive technology into teacher preparation programs (Anderson & Petch-Hogan, 2001;Blackhurst & Morse, 1996;Bryant, Erin, Lock, Allan, & Resta, 1998;Jeffs & Banister, 2006;Wojcik et al, 2004). Some researchers described instructional methods for integrating assistive technology into teacher education programs.…”

Severe Disabilities in Saudi Arabia: Current Status and Improvements for the Future

“…The United States has been successful in using assistive technology for students with disabilities, especially students with severe disabilities. The implementation of technology with students with disabilities has been reported as resulting in positive educational outcomes ‫التربية‬ ‫فى‬ ‫العلمى‬ ‫البحث‬ ‫مجلة‬ ‫ال‬ ‫عدد‬ ‫العشرون‬ ‫لسنة‬ 2019 ‫م‬ (Anderson & Petch-Hogan, 2001;Ehlers, & Clark, 2000;Ertmer, Addison, et al, 1999;Michaels & McDermott, 2003). Assistive technology has been an effective tool to help with understanding conversations between children with disabilities and others in the community (Downing, 2002;Turnbull, Turnbull, & Wehmeyer, 2007).…”