The Effects of a Training Session on Teacher Knowledge, Perceptions, and Implementation of Assistive Technology in Secondary Schools.
The Effects of a Training Session on Teacher Knowledge, Perceptions, and Implementation of Assistive Technology in Secondary Schools.
Tutors’ Attitudes Towards Integration Of Adaptive Technology Devices For Visually Impaired Student Teachers In Primary Teacher Training Colleges In Kenya
Adaptive technology devices improve the quality of education and remove learning barriers for the Visually Impaired learners. This paper is a report of a study that assessed the tutors’ attitudes towards integration of adaptive technology devices for Visually Impaired (VI) student teachers in the instructional process in primary Teacher Training Colleges (TTCs) in Kenya based on the diffusion of innovation theory by Rogers. The study adopted a Mixed Methods research approach. Descriptive statistics such as frequencies and percentages were used to analyze the quantitative data. This study revealed among other things that, tutor training on integration of adaptive technology was lacking, and the tutors viewed integration of adaptive technology as valuable but lacking. The paper recommended for provision of adequate adaptive technology devices for VI student teachers by the government, parents, communities and donors. Tutors should be sensitized and trained on the use of adaptive technology devices. The study sheds light on the challenges influencing the integration of adaptive technology in instruction for VI students.
The Impact of Technology Use in Special Education Field Experience on Preservice Teachers' Perceived Technology Expertise
This article outlines the results of an exploratory study designed to measure changes in the awareness of preservice teachers concerning technology for students with disabilities. A pretest-posttest survey collected data on (a) awareness of the types of instructional technology available for students with disabilities, (b) ability to integrate technology into the classroom, (c) knowledge of the operation of computers and peripherals, (d) knowledge of technology available for assessment, and (e) extent of dissemination of new knowledge to colleagues. Results of this study indicated that participation in a technology-rich field experience increases the likelihood that preservice special educators will perceive an increase in (a) knowledge concerning the appropriate use of technology for students with disabilities, (b) the use of technology to facilitate student learning, and (c) the use of technology as a teacher tool.