Exploring Key Factors Influencing the Willingness of Elementary School Resource Class Teachers to Integrate Technology into Teaching: A Mixed-Methods Approach

Abstract

Amidst the COVID-19 pandemic, there has been an increased demand in the education sector for the integration of information technology in teaching. Special education instruction differs from regular classrooms, as it requires simpler and more easily absorbed methods to facilitate student learning. Using the mixed research methods, this study investigates the key factors that affect the willingness of elementary school resource class teachers to use technology in teaching. The results of the study show that the top three key factors influencing the willingness of elementary school resource class teachers to use technology in teaching are: can improve student motivation to learn, can enhance student understanding, and able to immediately help solve difficulties. This shows that resource class teachers prioritize the benefit to students with special needs when choosing digital technology tools. Additionally, this study provides relevant suggestions that can serve as a reference for future special education professionals in their integration of technology in teaching.