Educational technology in inclusive classrooms: Assessing teacher awareness and needs

Abstract

The aim of this research is to reveal the awareness of teachers working in inclusion environments and their use of educational technology. Specifically, in this mixed methods study, a needs analysis was conducted to determine the knowledge levels of teachers about inclusive education, their awareness and use of educational technologies and what kind of support they need. Data was collected via a questionnaire with the participation of 133 teachers and focus group interviews with 50 teachers. First of all, the findings showed that teachers' knowledge of students with special education needs (SEN) is insufficient and they need support at this point. The findings are expected to benefit the literature, the field of inclusive education, and policymakers.