Teachers' Perception and Factors Limiting the Use of High-Tech Assistive Technology in Special Education Schools in Northwest Nigeria

Autor/inn/en	Chukwuemeka, Emeka Joshua; Samaila, Dominic
Titel	Teachers' Perception and Factors Limiting the Use of High-Tech Assistive Technology in Special Education Schools in Northwest Nigeria
Quelle	In: Contemporary Educational Technology, 11 (2020) 1, S.99-109 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-517X
Schlagwörter	Assistive Technology; Special Education; Special Schools; Students with Disabilities; Foreign Countries; Teacher Attitudes; Validity; Reliability; Pilot Projects; Physical Disabilities; Teaching Methods; Educational Benefits; Capacity Building; Faculty Development; Special Education Teachers; Nigeria + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Special school; Sonderschule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Lehrerverhalten; Gültigkeit; Reliabilität; Pilot project; Modellversuch; Pilotprojekt; Physical handicap; Körperbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsertrag; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende
Abstract	The study investigated teachers' perception and factors limiting the use of high-tech assistive technologies resources in special education schools in North-West Nigeria. The study adopted a descriptive survey design using a questionnaire to sought data from 120 respondents who were drawn using a multi-stage sampling technique from special education schools within the region. Three research questions were raised to guide the study. The questionnaire was subjected to expert validation and reliability was established through a pilot study using 20 teachers from two special education schools within the study area, but not part of the sampled schools. The reliability coefficient of 0.81 was obtained for the questionnaire using the Cronbach Alpha formula. The data collected were analyzed using percentage, mean and standard deviation. Findings revealed that teachers do not use high-tech assistive devices regularly to teach students with physical disabilities. However, teachers perceived positively that there are great benefits to the use of these resources. It was recommended among others that both government and other stakeholders should organize workshop, seminars and other capacity building training regularly for teachers as means of updating their knowledge and skills in the use of assistive devices considering the dynamic nature of special education technology. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01