Technology and Teacher Education in Special Education: Disaster or Deliverance?

Abstract

Existing and emerging technologies have many implications for service delivery and for teacher education in special education. Today's educators need to know how to implement assistive technology, computer instruction, and telecommunications networking in special education and disability services programs for individuals with disabilities of all ages. Teacher education programs in special education need to prepare prospective and practicing personnel to implement technology through technology integration into the curriculum, development of multimedia learning materials and design and delivery of distance education programs. However, there is insufficient research to clarify the impact of technology on service delivery and teacher education and few models of training to prepare educators to use technology in schools, colleges, and universities. This article examines current and future trends in technology in special education and in teacher education; addresses the positive and negative impact of technologies on service delivery and on personnel preparation; and explores how educators' attitudes and reactions and toward emerging technologies will determine the future of teacher education in special education.Today's world is characterized as an age of technology. Technological innovations have impacted all dimensions of human existence : our need to use technology permeates every aspect of our day-to-day lives-personal care, communication, socialization, recreation, money management, employment, business, and now education. In special education, we are witnessing what amounts to a revolution in both service delivery for individuals with disabilities as well as preservice and inservice preparation of professional personnel. As we enter the 21st century, we are beginning to see unparalleled changes in what children, adolescents, and adults with disabilities can accomplish through assistive technology computer supports, and telecommunications networks. We are also becoming aware of the dramatic impact of technology integration, multimedia materials, and distance education on how we prepare prospective and practicing personnel.As special educators as well as teacher educators, we may be both excited and dismayed by these developments. The professional literature is replete with odes to the benefits of technology as well as diatribes against the evils of technology. Some educators have embraced the promise of new technologies, while others have warned against the perils of an over-reliance on technology in educational practice. Our love-hate relationship with today's technologies is based on a growing recognition that technology makes our lives easier, but creates more work and stress and well as a nagging worry that the siren song of technology is seducing us into focusing our attention and effort on flash over substance. Reflecting on this ambiguity, Stansberry (1998) wrote: &dquo;This split vision of technology-savior one minute, at TEMPLE UNIV on November 18, 2014 tes.sagepub.com Downloaded from144 demon the next,...

Using Tablet Computers with Elementary School Students with Special Needs: The Practices and Perceptions of Special Education Teachers and Teacher Assistants / Utilisation des tablettes électroniques avec des enfants d’école primaire à besoins spéciaux

“…While teachers/assistants rarely reported observations of student skill development as the result of iPad use, enhanced student motivation and ease of individualizing instruction are likely to result in improved student competencies. Special education teacher and teacher assistant responses to the survey item that queried iPad benefits were remarkably similar to those expressed by teachers when computers were first introduced into special education classrooms, that is, that computers increased student engagement and teacher convenience (Ludlow, 2001). But quickly, the benefits of computers for children with learning challenges became apparent.…”

Impediments to the Adoption of Information and Communication Technology (ICT) in Teacher Preparation Programme

“…There is the urgent need to network with the necessary ICT accessories in all teacher education preparation programmes and give compulsory training for teacher trainers to integrate ICT into their School curriculum. Ludlow (2001) contends that educators need to acquire competencies for implementing technology into lessons and to ensure that hardware/software facilitate rather than hinder teaching and learning.…”

Technology-Based Practice to Teach Preservice Teachers to Assess Oral Reading Fluency

“…However, research on the efficacy of technology for developing desired outcomes for preservice teachers lags far behind the increased implementation (Roblyer & Knezek, 2003), leaving teacher educators with many questions about best practice (Bull et al, 2005;Ludlow, 2001). Researchers are providing evidence to help teacher educators make informed decisions about how, when, why, and under what conditions they can use technology to promote the best outcomes for their students (Bransford, Brophy, & Williams, 2000;Mayer, 2011;Thompson, 2005).…”