Using iPads as the Digital Tool to Integrate Authentic Assignments into a Teacher Preparation Program

Abstract

The purpose of this study was to address the question as to how teacher preparation programs can modify their curriculum to include authentic experiences with the integration of technology that will support the teaching and learning practices of special education teacher candidates. Additionally, this study investigated whether the inclusion of authentic assignments would facilitate the transfer of skills and knowledge of teacher candidates to teaching practices and reduce the disconnect between what strategies are used in special education teacher preparation programs and those strategies that special education teachers are using in the classroom.