The Impact of Technology Use in Special Education Field Experience on Preservice Teachers' Perceived Technology Expertise
By Anderson, Cindy L.; Petch-Hogan, Beverly; Journal of Special Education Technology, Vol. 16, No. 3, pp. 27-44Publication Date: Summer 2001
Study conducted to examine changes in pre-service special education teachers' awareness of assistive technology (AT) for students with disabilities following an AT field intervention. Eight students participated in the study. A pretest-posttest survey collected data on five factors: (1) awareness of the types of instructional technology available for students with disabilities, (2) ability to integrate technology into the classroom, (3) knowledge of the operation of computers and peripherals, (4) knowledge of technology available for assessment, and (5) the extent of the dissemination of new knowledge to colleagues. Results indicated that participation in an AT field intervention increases the likelihood that pre-service special educators will increase their knowledge of technology for students with disabilities, the use of technology to facilitate student learning, and the use of technology as a teacher tool.
Published by: Exceptional Innovations (Website:http://www.exinn.net)
Technology and Media Division (TAM) of the Council for Exceptional Children (CEC) (Web Site: http://www.tamcec.org )
This publication is included in the library of the National Rehabilitation Information Center (NARIC), accession number J43054
