Beyond Preservice Special Educators: Embedding Assistive Technology Content Throughout a Teacher Education Program of Study

King, Laura; Allen, Ayla E.

doi:10.1177/8756870518773474

Cited by 12 publications

(20 citation statements)

References 13 publications

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“…Most participants in this study were near the end of their teacher preparation program and had no prior experience with AT. Thus, this study exemplifies the importance of teacher preparation programs ensuring that all education majors (general and special education) understand the distinctions between the vast variety of AT and how AT increases functional skills, increased access options, and embeds accommodations within the classroom (King & Allen, 2018). AT devices assist teachers in helping students with disabilities reach their full potential both inside and outside of the classroom.…”

Section: Discussionmentioning

confidence: 82%

“…Research on successful and meaningful use of AT suggests that in order for AT to be used effectively and successfully, practitioners must have knowledge of AT and the skills to use it (Flanagan et al, 2013). Meaningful use of technology for instruction is not feasible without providing teachers specific training and support; thus, it is important that PST be provided opportunities to increase their understanding of AT and its applications as well as an understanding of the process for seeking out a variety of accommodations and resources for students (King & Allen, 2018). Teachers must be trained how to become active participants in making AT decisions, how to implement recommended AT, and how to monitor progress for AT effectiveness, so they are equipped to be involved in each step of AT integration (Lee & Vega, 2005).…”

Section: Preservice Teacher (Pst) Experiences With Atmentioning

confidence: 99%

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Training Preservice Teachers to Match Assistive Technology to Student Needs

Jones

Peterson-Ahmad

Fields

et al. 2020

J Spec Educ Technol

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Understanding how to appropriately choose, implement, and utilize assistive technology (AT) for students on an individualized education program (IEP) is imperative to success within a school setting and has been shown to improve with preservice teachers’ (PST) training. This study investigated the impact that a training session in which PST were exposed to a variety of AT devices/software in one university’s AT lab and given direct instruction in the Student Environment Tasks Tools (SETT) framework for selecting appropriate AT by working through a training case study would have on PST knowledge of AT and its selection. Sixty-eight PST participated in this study, and the results demonstrate that the training increased their ability to name specific AT items on a presurvey ( M = 3.56, SD = 14.88) compared to the postsurvey ( M = 9.57, SD = 25.14). The increase of number of devices and software named pre- and postsurvey was significantly greater than chance, t(67) = −7.64, p < .01). Most notably, participants could name the components of SETT on the postsurvey (94.12%) and apply the SETT framework to a hypothetical student, improving the quality and quantity of recommendations for the student. This study provides further evidence for inclusion of AT in teacher preparation programs.

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Section: Discussionmentioning

confidence: 82%

Section: Preservice Teacher (Pst) Experiences With Atmentioning

confidence: 99%

Training Preservice Teachers to Match Assistive Technology to Student Needs

Jones

Peterson-Ahmad

Fields

et al. 2020

J Spec Educ Technol

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“…While this is unsurprising given that the WATI framework was only recently introduced into the preservice curriculum in 2019, the findings emphasise the importance of AT instruction within preservice teacher preparation programmes. Preservice courses should include a diverse range of ATs, how technology can contribute to improved functional skills and increased accessibility, as well as the potential for establishing accommodations within the classroom (King and Allen, 2018). Equipping teachers with relevant skills to make sound matches between AT and students' needs as well as task requirements will serve towards minimising the risk of technology abandonment (Johnson et al, 2006;Petrie et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Wisconsin Assistive Technology Initiative framework for supporting assistive technology decision-making in Singapore schools: perspectives of in-service educators

Wong

Lee

2021

JET

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PurposeThis study explored in-service educators' experience of using the Wisconsin Assistive Technology Initiative (WATI) for assistive technology (AT) decision-making within Singapore schools.Design/methodology/approachThe study adopted a qualitative design. Eight educators across both mainstream and special education schools were introduced to the WATI framework which they subsequently employed as a trial experience for a student under their care. Written feedback gathered from participants was analysed to identify common issues and themes regarding the use of the WATI framework for AT decision-making.FindingsThe comprehensive consideration of a broad scope of different factors, provision of a structured process for AT decision-making, as well as a common language for use by different stakeholders emerged as key benefits of implementing the WATI. Challenges encountered include administrative struggles in gathering different stakeholders together, time and resource constraints and difficulties in loaning AT devices for trial use.Practical implicationsBased on educators' feedback, recommendations to facilitate the adoption of the WATI for AT decision-making within Singapore schools are discussed and considered. This study also highlights the need for greater AT instruction within both preservice and in-service teacher preparation programmes in Singapore.Originality/valueSchools in Singapore currently rarely adopt any frameworks in place to guide educators through a systematic process of AT consideration. It is anticipated that this study will spearhead and drive the adoption of systematic frameworks such as the WATI for better AT decision-making within Singapore schools.Peer reviewThe peer review history for this article is available at: https://publons.com/publon 10.1108/JET-03-2021-0015

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“…For assistive technologies, a planning should be made for goals, technological tools, programs, methods, techniques and activities. If such a planning is made, a very effective and entertaining technology supported learning environment will be provided for both the learner and the teacher (Connor & Beard, 2015;Bozkurt, 2017;King & Allen, 2018; Aslan, 2018).…”

Section: Introductionmentioning

confidence: 99%

Using technology for improving attitudes of students with intellectual disability towards mathematics

Bağlama¹

2019

RSAN

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Advancements and innovations in technology enhanced learning various skills of individuals with intellectual disability. These skills primarily include reading, writing and mathematical skills and attitudes of students on learning these skills are really important. Therefore, it is important to reveal whether technology really helps students with intellectual disability to improve their attitudes towards learning mathematics through technology. This study aims to determine the effectiveness of using technology to improve attitudes of students with intellectual disability towards mathematics. Pre-test and post-test single group design as an experimental research method was used in the study. A total number of 6 students with intellectual disability participated in the study. Students were subjected to teaching sessions of mathematical problem solving presented with computer aided videos consituted with direct instruction. Data were collected before and after teaching sessions in order to reveal the differences between pre and post teaching sessions through a survey. Results showed that students' attitudes towards mathematics improved after teaching sessions presented with computer aided videos. Results are discussed with relevant literature and recommendations for future research and practices are provided.

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Beyond Preservice Special Educators: Embedding Assistive Technology Content Throughout a Teacher Education Program of Study

Cited by 12 publications

References 13 publications

Training Preservice Teachers to Match Assistive Technology to Student Needs

Training Preservice Teachers to Match Assistive Technology to Student Needs

Wisconsin Assistive Technology Initiative framework for supporting assistive technology decision-making in Singapore schools: perspectives of in-service educators

Using technology for improving attitudes of students with intellectual disability towards mathematics

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