NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1004598
Record Type: Journal
Publication Date: 2013
Pages: 7
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1040-0435
Middle School Special Education Teachers' Perceptions and Use of Assistive Technology in Literacy Instruction
Flanagan, Sara; Bouck, Emily C.; Richardson, Jennifer
Assistive Technology, v25 n1 p24-30 2013
In this research the authors examined middle school special education teachers' perceptions of assistive technology during literacy instruction with students with high incidence disabilities. A survey explored the use, effectiveness, and factors impacting use or effectiveness of assistive technology for literacy teaching and learning. Results suggested teachers' perceived assistive technology to be an effective tool for literacy, but use it minimally. When assistive technology was used, teachers indicated it was an effective literacy support. Teachers also reported barriers to using assistive technology in literacy including cost, usability, and lack of training/experience. However, factors such as previous successful experiences with assistive technology and assistive technology supporting students' learning encouraged assistive technology use. The consistency of teachers' reports of needing more experience and knowledge in assistive technology to fully use it suggests implications for preservice preparation such as providing additional experiences and information on assistive technology. (Contains 3 tables.)
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A