Abstract
The purpose of this study was to examine the implementation and utilization of microcomputers in secondary special education programs. Twenty-two high school special education teachers, 24 mildly handicapped adolescents, and 8 administrators from six high schools in an urban school district were interviewed. Results indicated that, despite the district's considerable investment in hardware, software, and technical assistance, almost half of the teachers were not using microcomputers. Teachers who had at least one computer in their classroom were significantly more likely to use computers and to have positive attitudes toward computers. However, the predominant uses of microcomputers were limited to mathematics, drill-and-practice, and games. Special educators, administrators, and students did not view microcomputers as having a significant impact on instructional practices and programs. Lack of access to microcomputers and dissatisfaction with existing software were cited as major barriers to more extensive and varied microcomputer use.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
