Pre-service Special Education Teachers Acceptance and Use of ICT: A Structural Equation Model

Yeni, Sabiha; Gecü-Parmaksız, Zeynep

doi:10.11114/jets.v4i12.1929

Cited by 7 publications

(7 citation statements)

References 2 publications

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“…Despite the insufficient level of mastery of computer technologies, special education teachers have shown a positive attitude towards the use of these tools in the teaching-learning process (Ozdamli, 2017;Siyam, 2019;Vico Linde, 2019;Yeni & Gecu-Parmaksiz, 2016). Their use has had a positive impact on students with special educational needs, which is consistent with the research of Bari, Yasin, and Ramli (2013).…”

Section: Rq3 What Factors Affect the Success Of Digital Training For ...supporting

confidence: 59%

Digital Competence of Special Education Teachers: Impact, Challenges and Opportunities

Rueda

Batanero

2022

Australas. j. spec. incl. educ.

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The digital training of teachers in general, and especially special education teachers, has become a key axis for transforming the education system in favour of quality education, equality and equity. This study provides a systematic review of the literature in four databases (Scopus, ERIC, Dialnet and Web of Science) on the level of digital competence of special education teachers during the period 2010–2021. A total of 25 studies were analysed. The results were organised according to the description of the studies (year of publication, country of production, methodological approach) and the conceptual analysis of the network, which allowed us to assess the impact, challenges and opportunities of the digital competence of special education teachers. The main results of the review show digital competence as a pending subject for special education teachers. In this sense, this review includes suggestions that can be carried out when developing training actions to improve the level of digital competence of special education teachers. This training is crucial for the learning and academic success of students with special educational needs.

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Section: Rq3 What Factors Affect the Success Of Digital Training For ...supporting

confidence: 59%

Digital Competence of Special Education Teachers: Impact, Challenges and Opportunities

Rueda

Batanero

2022

Australas. j. spec. incl. educ.

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“…Numerous studies have also highlighted the crucial role of ICT tools in higher education (Nagy and Hab ok, 2018;Palomino, 2017). If trainees used ICT tools more actively during their university studies, they would be more likely to apply ICT methods frequently in their teaching practice (Baglama et al, 2017;Yeni and Gecu-Parmaksiz, 2016). The least emphasised area was using e-libraries, although e-libraries are the most important sources for teachers to find articles, books and methodological materials.…”

Section: Discussionmentioning

confidence: 99%

“…This also indicates that the general ICT use in our sample is characterised by ready-made materials, not by teacher-made ones. Moreover, teachers primarily search for e-learning materials for all students, not specifically for SEN students, although the latter would be a more adaptive method to support the various visual, auditory or kinaesthetic sensory channels of their SEN students (Comi et al, 2017;Yeni and Gecu-Parmaksiz, 2016). University SEN courses can greatly aid teachers in preparing them to search for and employ digital materials and developmental programmes in teaching SEN students.…”

Section: Discussionmentioning

confidence: 99%

“…Another important issue that may be beneficial in the development of SEN children is the use of information and communication technologies (ICT) in the teaching and learning process (Palomino, 2017). New methods can be introduced and education can be tailored to students' needs through technology (Hardman, 2019;Yeni and Gecu-Parmaksiz, 2016). Another benefit of ICT is that providing a meaningful learning environment can support the development of higher order skills in SEN students (Csap o and Moln ar, 2019;Gellerstedt et al, 2018;Mohamed, 2018;Vid akovich and Hab ok, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Exploring Hungarian teachers’ perceptions of inclusive education of SEN students

Magyar

Krausz

Kapás

et al. 2020

Heliyon

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The purpose of the current study is to identify Hungarian teachers' perceptions of special educational needs (SEN) and to explore their teaching practices in relation to ICT tools involved in classes with both SEN and typically developing students. A hypothesized model was developed and tested based on the relevant literature to map the relations of the variables. The research was conducted among primary and secondary school teachers (N ¼ 121) using an adapted version of the Audit of provision for students with special educational needs self-evaluation scale (Stack, 2007), which was rounded out with ICT issues and background data on teachers' knowledge of SEN practices acquired at university. A path analysis showed significant links between the teaching-and learningrelated factors on the scale. We also observed significant relationships between ICT variables, but the effect between the two factors is rather limited. The quality of curriculum provision is the only significant factor which has a significant effect on using ICT teaching material. Our model also highlighted that teachers' knowledge of SEN acquired at university represents a determining factor in using ICT tools in SEN education. Teacher trainees who acquire comprehensive knowledge in their university education courses on teaching SEN students possess more profound skills to deal with them and possess higher-level competences in using ICT in their teaching practice. This study demonstrates that teaching SEN students in an integrated education system poses unique challenges; therefore, it is a relevant topic and an issue to be addressed. Our hope is that the results from this study will be useful in the future for schools and teachers educating students with special educational needs and that the findings will improve the overall understanding of inclusive education among schools and teachers.

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“…EdTech has led the way in providing opportunities for di erently abled students to learn (Fichten et al, 2009). It has been used to support individuals with special needs to concentrate on tasks; it has also been used to provide opportunities for these individuals to try simulations, basic drill or practice, communication or explanatory activities, and increase higherorder thinking skills (Edwards, Blackhurst and Koorland, 1995;Yeni and Gecu-Parmaksiz, 2016). Arkorful and Aibadoo (2015) discuss the advantages of e-learning, including exibility, improved access, the ability to overcome systemic barriers, and personalization.…”

Section: Equitable Access To Different Learnersmentioning

confidence: 99%

Education Technology

Sabatini¹,

Park²,

Chakraborty³

et al. 2022

Reimagining Education: The International Science and Evidence Based Education Assessment

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T his chapter assesses how technological innovations are emerging as one type of solution to the global educational challenges of the 21st Century. It surveys across a broad typology of technologies in the information and communication domain, discussing their scope and a ordances in traditional and non-traditional learning, curriculum design and instruction. With an overview of trends, bene ts, and risks posed by recent technological advances in education, the aim of the chapter is to present a balanced view of the Education Technology (EdTech) eld, highlighting the relevant and necessary concerns within the di erent spheres of EdTech. Speci cally, the chapter discusses critical issues of the digital divide, equitable access to EdTech, privacy and security concerns, the role of teachers and real-world classrooms in an increasingly digitised education setting, and debates concerning the ethical use of arti cial intelligence, big data analytics and machine learning. The assessment supports an optimistic but cautionary role for EdTech in addressing education challenges when coupled with continued social and cultural context-driven research. With respect to policy, the assessment concludes that it is worthwhile to encourage innovations and implementations of EdTech globally, accompanied by sensible regulatory guidelines on data sharing, breach of privacy, security, misuse and misrepresentation of claims about what EdTech can and cannot do.

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Pre-service Special Education Teachers Acceptance and Use of ICT: A Structural Equation Model

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Cited by 7 publications

References 2 publications

Digital Competence of Special Education Teachers: Impact, Challenges and Opportunities

Digital Competence of Special Education Teachers: Impact, Challenges and Opportunities

Exploring Hungarian teachers’ perceptions of inclusive education of SEN students

Education Technology

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