This study examined the best practices and insights gained that will impact future practice in the rural special education setting with the return to post-COVID instruction. Hattie (2021) highlighted the importance of reflecting on what went right and encouraged schools to discuss the evidence of success during the pandemic school year. Following the scholar-practitioner framework, two special education directors in the rural central Texas area share their experiences during the pandemic and offer insight into new practices and procedures they are implementing post-COVID. Four common themes emerged from the thematic analysis: (a) the importance of technology, (b) changes in instructional practices, (c) barriers to student success, and (d) communication structures. This article aims to guide rural special education leaders as they continue to navigate instructional and financial challenges post-pandemic.
Technology initiatives are becoming commonplace in the U.S. Although technology is widespread, its use by teachers is not always clear. This study addressed teacher dispositions to predict classroom technology integration for a public district in the Southwest United States. A modification of the Teacher Attribute Survey was given to 250 pre-k through 12th-grade teachers, examining teacher self-efficacy, teacher philosophy, openness to change, and classroom technology use. Results showed technology use was significantly related to hours of professional development and willingness to continue graduate courses with no incentive. Implications suggest a shift from teachers learning the technology toward needing resources for implementation.
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