Abstract
Handicapped learners stand to benefit a great deal from educational technology. The technology for teacher training is gradually emerging. It is this technology that is a prerequisite to the systematic use of instructional technology by the classroom teacher. Since teacher educators are instrumental in the adoption of technology in public education there is a necessity to know the current status of adoption and use of technology in special teacher education programs. A comprehensive study was conducted at the University of Alabama in which the researchers examined the extent of planning for technological change being conducted by teacher education institutions in special education. Data for the study were collected by the use of a mailed survey form. The survey included all 697 special education/teacher education programs in the United States. A total was 298 (43%) surveys completed by program chairpersons at each institution was returned. Results of the study indicate that teacher education institutions are not using a variety of the newest technologies needed to acquaint current and future special educators with the tools of the information age. There is no relationship between systematic planning for adoption of a new technology and the subsequent success of the adopted technology. Teacher education institutions in special education are not anticipating adopting a wide variety of new technology. It appears teacher educators are creating a technology gap at the very time they should be leading the effort to explore the potential of new technologies for improving effectiveness and efficiency of instruction for exceptional individuals.
Published Version
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