Use of educational technology in special education: Perceptions of teachers

2019-01-01
Çağıltay, Kürşat
Karasu, Necdet
Islim, Omer Faruk
Cicek, Filiz
The purpose of this study is to understand opinions, experiences, and perceptions of special education teachers with educational technologies. This study is a part of a larger project that targets developing instructional materials for students with special needs, their teachers and parents. Needs analysis was conducted to understand the current situation. Participants were 27 teachers in 6 different schools from Ankara, Turkey. The data were collected using semi-structured interviews and analyzed by taking content analysis approach. The results indicated that teachers’ use of technology for instructional purposes was very limited due to lack of infrastructure and appropriate material. Teachers believe that technology use in classroom improves quality of educational outcomes and job satisfaction. In relation to learning new technologies for educational use, teachers do not feel obligation to learn new technologies unless it becomes a necessity. Moreover, there is a large potential to develop materials in special education field with new technologies. Along with developing materials for students using bodily movement detection, touch screen, and smart toys technologies, it is also necessary to train teachers how to use them in classroom and to train parents to continue student’s education at home. Materials could support teachers while teaching self-care skills, social skills, and cognitive concepts. Moreover, they help students to reinforce and transfer these skills and knowledge to new contexts by providing many practice-feedback and variety of real contexts.
Participatory Educational Research

Suggestions

Personal visions of teachers at a village primary school
Byındır, Hasan Ali; Akar, Hanife; Department of Educational Sciences (2007)
The concept of personal vision refers to teachers' ideal perception of education (teaching and learning, classroom management and educational implications for the society). Teacher's personal vision is how he or she wants these dimensions to be. This case study analyzed personal visions of teachers at a rural primary school and investigated the effects of the school context on teachers' personal visions. The data were collected from ten teachers through utilizing the semi-structured interview method. The re...
A Model for Doctoral Students' Perceptions and Attitudes Toward Written Feedback for Academic Writing
Can, Gülfidan (Springer Science and Business Media LLC, 2011-08-01)
The purpose of this study is to investigate social science doctoral students' perceptions and attitudes toward written feedback about their academic writing and towards those who provide it. The study culminates in an explanatory model to describe the relationships between students' perceptions and attitudes, their revision decisions, and other relevant factors in their written feedback practices. The investigation used a mixed methods approach involving 276 participants from two large mountain west public ...
Impact of Content Knowledge on Pedagogical Content Knowledge in the Context of Cell Division
Şen, Mehmet; Öztekin, Ceren (Informa UK Limited, 2018-01-01)
This study focused on how science teachers' content knowledge influences their pedagogical content knowledge (PCK) with respect to the topic of cell division. The data were collected from 3 in-service teachers using interviews; observations; and teacher-provided documents, including written-answer exams. The participants' content knowledge was analyzed by inductive coding with respect to conceptual understanding, whereas their PCK was analyzed by within-case analysis followed by cross-case analysis to show ...
Implementation of Education for Sustainability in Turkish Pre-Service Teachers' Practicum
Alici, Sule; Alan, Havva Ayça (2022-01-01)
In this study, we explored early childhood education pre-service teachers' (ECEPTs') understanding and pedagogical application of education for sustainability (EfS) by critically analyzing EfS implementation during ECEPTs' practicum. The study examined the challenges and critical aspects of EfS practices in the practicum, and the relationships among mentor teachers, academic mentors, and ECEPTs. A multiple case study methodology was employed involving two purposefully distinct universities with 14 participa...
Investigating the impact of teacher education strategies on preservice teachers' TPACK
Baran, Evrim; BİLİCİ, SEDEF CANBAZOĞLU; ALBAYRAK SARI, AYLİN; Tondeur, Jo (Wiley, 2019-01-01)
The purpose of this study was to examine preservice teachers' perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215 preservice teachers in the last year of teacher education programs and teaching certificate programs in three universities in Turkey. Data sources were the synthesis of qualitative evidence (SQD) scale that was validated in the Turkish context as part of this study and th...
Citation Formats
K. Çağıltay, N. Karasu, O. F. Islim, and F. Cicek, “Use of educational technology in special education: Perceptions of teachers,” Participatory Educational Research, pp. 189–205, 2019, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/39031.