Naslov
Educational technology promises as perceived by secondary special education teachers

Autori
Batarelo, Ivana

Vrsta, podvrsta i kategorija rada
Ocjenski radovi, doktorska disertacija

Fakultet
College of Education-Arizona State University

Mjesto
Tempe-AZ, USA

Datum
10.12

Godina
2002

Stranica
166

Mentor
Lamorey, Suzanne

Ključne riječi
special education; technology education; secondary education

Sažetak
The purpose of this case study was to determine what type of educational technology is used in the classrooms of selected special education teachers, and what the perceived benefits and barriers of educational technology use are for special education teachers. The researcher attempted to determine how the processes that occur in the selected special education teachers' classrooms influence classroom power relations. In order to determine types of education technology for use with students with special needs and processes that occur in selected teachers' classrooms, two one-hour interviews were conducted with each of nine teachers, and three to five observations were conducted in their classrooms. The subjects of the study were nine high school special education teachers, teaching in three different school districts of a large metropolitan area of the Southwest U.S. A purposive sampling technique was used, making sure that each special education teacher who agreed to participate in the study was using education technology in the classroom. When answering the research questions, a comparative method was used to analyze the field notes, and interview transcripts and incidental data gathered. Results of this study revealed that education technology used in the selected teachers' classrooms fit into two categories: technology used by students and technology used by teachers. The data analysis indicated that twelve processes that occurred in the selected teachers' classrooms were directly related to education technology use. Nine of these processes may be described as benefits. These processes are: improvement of students' concentration, independent learning, improvement of students' writing skills and vocabulary, enhanced collaboration between students, increase of students' motivation, increase of students' self-confidence, enhanced collaboration between teachers, increase in teachers' self-confidence, increase in teachers' motivation. Three of the processes may be described as barriers for the implementation of educational technology. These processes are: availability of technology, adequacy of technology and adequacy of information technology support. The analysis suggests that twelve processes occurring in the classrooms of the selected special education teachers shape classroom power relations. The results were discussed in light of the literature review. Implications and recommendations were derived for special education preparation programs, research, and practice.

Izvorni jezik
Engleski

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