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How Middle School Special Education Teachers Use Assistive Technology Training to Impact Student Learning Outcomes : = A Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	How Middle School Special Education Teachers Use Assistive Technology Training to Impact Student Learning Outcomes :/
其他題名:	A Case Study.
作者:	Johnson, Shantell Denise.
面頁冊數:	1 online resource (114 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-07, Section: A.
Contained By:	Dissertations Abstracts International84-07A.
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30244911click for full text (PQDT)
ISBN:	9798368433523

How Middle School Special Education Teachers Use Assistive Technology Training to Impact Student Learning Outcomes : = A Case Study.
Johnson, Shantell Denise.

How Middle School Special Education Teachers Use Assistive Technology Training to Impact Student Learning Outcomes :A Case Study. - 1 online resource (114 pages)

Source: Dissertations Abstracts International, Volume: 84-07, Section: A.

Thesis (Ed.D.)--Northcentral University, 2023.

Includes bibliographical references

Although assistive technology has been an essential component of the academic success of students with disabilities, it is inconsistently implemented. Educators' perceptions of assistive technology training substantially impact the learning results of students with disabilities. The problem addressed by this study was that special education teachers are not properly trained to select and use assistive technology to improve the learning outcomes of students with disabilities. This issue affects both educators and students with disabilities. This qualitative case study was designed to investigate how middle school special education teachers utilize assistive technology training to influence student-learning results. Nine middle school special education teachers participated. A semi-structured interview and a focus group protocol included questions about how teachers use assistive technology training to impact student learning outcomes. The study's results indicated that students with disabilities thrive when assistive technology is applied effectively. It was recommended that special education teachers receive the proper training on assistive technology. Future research should focus on whether or not assistive technology creates a dependency for students with disabilities and the pre-service and professional development that special education teachers receive on assistive technology.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798368433523Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Assistive technologyIndex Terms--Genre/Form:

542853
Electronic books.

How Middle School Special Education Teachers Use Assistive Technology Training to Impact Student Learning Outcomes : = A Case Study.
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520 $a Although assistive technology has been an essential component of the academic success of students with disabilities, it is inconsistently implemented. Educators' perceptions of assistive technology training substantially impact the learning results of students with disabilities. The problem addressed by this study was that special education teachers are not properly trained to select and use assistive technology to improve the learning outcomes of students with disabilities. This issue affects both educators and students with disabilities. This qualitative case study was designed to investigate how middle school special education teachers utilize assistive technology training to influence student-learning results. Nine middle school special education teachers participated. A semi-structured interview and a focus group protocol included questions about how teachers use assistive technology training to impact student learning outcomes. The study's results indicated that students with disabilities thrive when assistive technology is applied effectively. It was recommended that special education teachers receive the proper training on assistive technology. Future research should focus on whether or not assistive technology creates a dependency for students with disabilities and the pre-service and professional development that special education teachers receive on assistive technology.
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