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Special Educators' Technology Literacy: Identifying the Void
PROCEEDINGS
Roberta K. Weber, Perry L. Schoon, Jim Forgan, Florida Atlantic Univ., United States
Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This study was initiated to investigate the technological knowledge and skill level of special education teachers and their use of technologies in self-contained and inclusive classrooms as mandated by public law. The study was conducted in two southeastern Florida school districts and included a sample of 210 teachers with a response rate of 69%. The results of this research will report the usage level of 24 technologies in the classroom and will discuss the correlation between teacher skill level and the use or non-use of computers and other technologies for instruction.
Citation
Weber, R.K., Schoon, P.L. & Forgan, J. (2001). Special Educators' Technology Literacy: Identifying the Void. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 2641-2646). Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved August 14, 2024 from https://www.learntechlib.org/primary/p/17244/.