Special Education Teachers’ Experience, Confidence, Beliefs, and Knowledge About Integrating Technology

Abstract

This study investigated the perspectives of elementary special education teachers regarding integrating technology into lessons. Eight special education teachers at a private university laboratory school, who varied in their levels of teaching experience and confidence with using technology, participated in the study. We interviewed each teacher three times, with two of the interviews following our observations of technology-integrated lessons. Qualitative analysis of interview transcripts provided insight into the interrelationships among teachers’ technological pedagogical content knowledge, teaching experience, confidence with using technology, beliefs about the role of technology in education, and perceptions of the benefits and challenges associated with using it. Teachers’ perceptions of the value of technology in special education classrooms included providing differentiation, offering varied representations of content, enhancing motivation and engagement, facilitating formative assessment, and fostering life skills. Challenges of integrating technology included technology malfunctions and lack of teacher and student technological knowledge.