Reflections of Teachers of Visually Impaired Students on Their Assistive Technology Competencies

Autor/inn/en	Ajuwon, Paul M.; Meeks, Melanie Kalene; Griffin-Shirley, Nora; Okungu, Phoebe A.
Titel	Reflections of Teachers of Visually Impaired Students on Their Assistive Technology Competencies
Quelle	In: Journal of Visual Impairment & Blindness, 110 (2016) 2, S.128-134 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
Schlagwörter	Teacher Attitudes; Reflective Teaching; Special Education Teachers; Visual Impairments; Assistive Technology; Knowledge Level; Questionnaires; Self Efficacy; Data Analysis; State Surveys; National Surveys; Comparative Analysis; Delivery Systems; Teacher Education; Statistical Analysis; Texas + Suchen Sie Ihr Suchwort? Lehrerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Visual handicap; Sehbehinderung; Wissensbasis; Fragebogen; Self-efficacy; Selbstwirksamkeit; Auswertung; Auslieferung; Lehrerausbildung; Lehrerbildung; Statistische Analyse
Abstract	Central to the issues of assistive technology utilization and competency is the need to understand how in-service and preservice teachers feel about their knowledge and skill levels. In order to identify teachers of students with visual impairments' perceptions of their mastery of assistive technology devices and services, two studies were conducted using online questionnaires. The first study included teachers from Texas only, and the second sampled teachers from all 50 U.S. states and contiguous territories. The quantitative analyses of these studies were published in two articles in the "Journal of Visual Impairment & Blindness" (Zhou et al., 2012; Zhou, Parker, Smith, & Griffin-Shirley, 2011). For the Texas study, over half of the participants (57.5%) reported a lack of confidence (that is, no, limited, or some confidence) in instructing students with visual impairments in the use of assistive technology (Zhou et al., 2011). In the national study, over half the participants (59.29%) reported a lack of confidence (that is, no, limited, or some confidence) in assistive technology instruction (Zhou et al., 2012). The purpose of this report is to provide the results of the qualitative data from the two studies. (ERIC).
Anmerkungen	American Foundation for the Blind. 11 Penn Plaza Suite 300, New York, NY 10001. Tel: 800-232-5463; Tel: 212-502-7600; e-mail: afbinfo@afb.net; Web site: http://www.afb.org/store
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01