Assistive Technology Training within an Educational Technology Course: Perceptions of Preservice Special Education Teachers

Autor/inn/en	Arslan-Ari, Ismahan; Baser, Derya
Titel	Assistive Technology Training within an Educational Technology Course: Perceptions of Preservice Special Education Teachers
Quelle	In: Journal of Digital Learning in Teacher Education, 39 (2023) 1, S.4-20 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arslan-Ari, Ismahan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2974
DOI	10.1080/21532974.2022.2137606
Schlagwörter	Assistive Technology; Educational Technology; Preservice Teachers; Special Education Teachers; Active Learning; Public Colleges; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Aktives Lernen; Ausland; Türkei
Abstract	Although the importance of assistive technology (AT) has been supported in the literature, preservice special education teachers (PSETs) are still graduating with inadequate AT knowledge and skills. In this study, an educational technology course was modified and the PSETs' perceptions about their AT knowledge and skills and the course were investigated. Data were collected from 67 PSETs through pre- and post-survey. The findings revealed that their AT knowledge and skills increased remarkably following the course. The PSETs found the course to be valuable as it enabled them to gain AT knowledge and skills, to become aware of the importance of AT in special education, and to provide some real-life experience. They mentioned appreciating the special education focus and active learning features of the course, but listed the heavy course workload, the challenges of the course project, and the intensive course content as weaknesses of the course. They also recommended suggestions to improve the course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01