國立虎尾科技大學 |

Secondary Special Education Teachers' Perception of Technology Integration and Its Use in Classroom Instructions.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Secondary Special Education Teachers' Perception of Technology Integration and Its Use in Classroom Instructions./
Author:	Windfont, Carla Mills.
Description:	1 online resource (172 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
Contained By:	Dissertations Abstracts International85-08A.
Subject:	Educational evaluation. -
Online resource:	click for full text (PQDT)
ISBN:	9798381680331

Secondary Special Education Teachers' Perception of Technology Integration and Its Use in Classroom Instructions.
Windfont, Carla Mills.

Secondary Special Education Teachers' Perception of Technology Integration and Its Use in Classroom Instructions. - 1 online resource (172 pages)

Source: Dissertations Abstracts International, Volume: 85-08, Section: A.

Thesis (Ed.D.)--Walden University, 2024.

Includes bibliographical references

At a mid-size suburban school district located in Texas, secondary special education teachers are not integrating technology routinely into their content-based lessons, thereby not ensuring special education students have access to a guaranteed viable curriculum. The purpose of this basic qualitative research study was to explore secondary teachers' descriptions of their technological pedagogical content knowledge in relation to their subject-matter expertise and the factors that affect their technology integration decisions. Mishra and Koehler's technological pedagogical content knowledge (TPACK) conceptual framework grounded this study. The research questions sought to gain knowledge regarding the factors secondary special education teachers describe as influencing their instructional decisions to integrate technology into lessons for their students. Purposeful sampling was used in the participant selection. Data was collected from 15 semistructured interviews video recorded and transcribed. The data was analyzed using Braun and Clarke's six-phase thematic analysis. The results of the analysis revealed key factors that influenced their instructional decisions: tools and practice, professional development, digital shifts, and TPACK. The recommendation for future research is that multiple data sources should be used to triangulate data. This study may positively impact social change by gaining a better understanding of ways to assist secondary special education and general education teachers with technology integration and prepare students using 21st-century skills that will enable them to compete and succeed academically.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381680331Subjects--Topical Terms:

555501
Educational evaluation.
Subjects--Index Terms:

Technology integrationIndex Terms--Genre/Form:

554714
Electronic books.

Secondary Special Education Teachers' Perception of Technology Integration and Its Use in Classroom Instructions.
LDR:03124ntm a22004217 4500 001 1147490
005 20240918072825.5
006 m o d
007 cr bn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798381680331
035 $a (MiAaPQ)AAI30991675
035 $a AAI30991675
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Windfont, Carla Mills. $3 1473243
245 1 0 $a Secondary Special Education Teachers' Perception of Technology Integration and Its Use in Classroom Instructions.
264 0 $c 2024
300 $a 1 online resource (172 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
500 $a Advisor: Harrison, John.
502 $a Thesis (Ed.D.)--Walden University, 2024.
504 $a Includes bibliographical references
520 $a At a mid-size suburban school district located in Texas, secondary special education teachers are not integrating technology routinely into their content-based lessons, thereby not ensuring special education students have access to a guaranteed viable curriculum. The purpose of this basic qualitative research study was to explore secondary teachers' descriptions of their technological pedagogical content knowledge in relation to their subject-matter expertise and the factors that affect their technology integration decisions. Mishra and Koehler's technological pedagogical content knowledge (TPACK) conceptual framework grounded this study. The research questions sought to gain knowledge regarding the factors secondary special education teachers describe as influencing their instructional decisions to integrate technology into lessons for their students. Purposeful sampling was used in the participant selection. Data was collected from 15 semistructured interviews video recorded and transcribed. The data was analyzed using Braun and Clarke's six-phase thematic analysis. The results of the analysis revealed key factors that influenced their instructional decisions: tools and practice, professional development, digital shifts, and TPACK. The recommendation for future research is that multiple data sources should be used to triangulate data. This study may positively impact social change by gaining a better understanding of ways to assist secondary special education and general education teachers with technology integration and prepare students using 21st-century skills that will enable them to compete and succeed academically.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational evaluation. $3 555501
650 4 $a Pedagogy. $3 1148703
650 4 $a Curriculum development. $3 1148494
650 4 $a Special education. $3 567627
650 4 $a Educational technology. $3 556755
653 $a Technology integration
653 $a Instructional decisions
653 $a Professional development
653 $a Data sources
653 $a Subject-matter expertise
655 7 $a Electronic books. $2 local $3 554714
690 $a 0710
690 $a 0529
690 $a 0456
690 $a 0443
690 $a 0727
710 2 $a Walden University. $b Education. $3 1148424
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-08A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30991675 $z click for full text (PQDT)