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/.

Keywords

• Classrooms
• Educational Technology
• Florida
• Inclusive Education
• Teachers