Assistive technology training within an educational technology course: Perceptions of preservice special education teachers

Abstract

Although the importance of assistive technology (AT) has been supported in the literature, preservice special education teachers (PSETs) are still graduating with inadequate AT knowledge and skills. In this study, an educational technology course was modified and the PSETs’ perceptions about their AT knowledge and skills and the course were investigated. Data were collected from 67 PSETs through pre- and post-survey. The findings revealed that their AT knowledge and skills increased remarkably following the course. The PSETs found the course to be valuable as it enabled them to gain AT knowledge and skills, to become aware of the importance of AT in special education, and to provide some real-life experience. They mentioned appreciating the special education focus and active learning features of the course, but listed the heavy course workload, the challenges of the course project, and the intensive course content as weaknesses of the course. They also recommended suggestions to improve the course.

Keywords:

• assistive technology
• educational technology course
• special education
• preservice teachers
• teacher education

Acknowledgments

The authors appreciated the support of the rehabilitation center’s manager, as well as the teachers, parents, and students who helped during the course of the project.

Disclosure statement

The authors of this research study declare that no conflicts of interest exist pertinent to the study.

Additional information

Notes on contributors

Ismahan Arslan-Ari

Ismahan Arslan-Ari is an associate professor in the Learning Design and Technologies program at the University of South Carolina. She is currently serving as Director of the South Carolina Center for Assistive Technology and Educational Research (SC-CATER). Her research mainly focuses on multimedia learning, human-computer interaction, the use of assistive technologies and web-based learning systems.

Derya Başer

Derya Başer currently works at the Department of Computer Education and Instructional Technology at Bolu Abant Izzet Baysal University, Bolu, Turkey. Her research interests include technology integration into different disciplines, technology-related teacher education, and assistive technologies.