An Examination of Special Education Teachers' Digital Practices
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| Title: | An Examination of Special Education Teachers' Digital Practices |
|---|---|
| Language: | English |
| Authors: | Kearney, Matthew (ORCID |
| Source: | Journal of Special Education Technology. Sep 2023 38(3):314-326. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Special Education Teachers, Telecommunications, Handheld Devices, Educational Technology, Special Schools, Program Effectiveness, Students with Disabilities, Computer Uses in Education, Foreign Countries, Elementary Secondary Education, Student Participation, Teacher Attitudes, Authentic Learning |
| Geographic Terms: | Australia |
| DOI: | 10.1177/01626434221094798 |
| ISSN: | 0162-6434 2381-3121 |
| Abstract: | The aim of this study is to understand how mobile devices are being used to support students' learning (i.e., mobile learning) in specialist schools, and in specialist support units within mainstream schools. A validated survey instrument is used to examine these practices through the lens of a sociocultural digital framework that highlights distinctive mobile learning approaches. One hundred and twenty-six teachers responded to the survey. The findings provide a nuanced understanding of teachers' current digital pedagogical approaches, and show potential benefits for students, including increased agency. Possible directions for the development of special education teachers' digital practices are also provided. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1387020 |
| Database: | ERIC |
| Abstract: | The aim of this study is to understand how mobile devices are being used to support students' learning (i.e., mobile learning) in specialist schools, and in specialist support units within mainstream schools. A validated survey instrument is used to examine these practices through the lens of a sociocultural digital framework that highlights distinctive mobile learning approaches. One hundred and twenty-six teachers responded to the survey. The findings provide a nuanced understanding of teachers' current digital pedagogical approaches, and show potential benefits for students, including increased agency. Possible directions for the development of special education teachers' digital practices are also provided. |
|---|---|
| ISSN: | 0162-6434 2381-3121 |
| DOI: | 10.1177/01626434221094798 |
