Preparing Teachers for the Inclusive Classroom: A Preliminary Study of Attitudes and Knowledge of Assistive Technology
Nancy J. Maushak, Pat Kelley, Teresa Blodgett, Texas Tech University, United States
Journal of Technology and Teacher Education Volume 9, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The purpose of this study was to examine current attitudes and knowledge of preservice teachers towards assistive technology and to develop, implement, and evaluate a mini-workshop on assistive technology to better prepare regular classroom teachers for the inclusive classroom. A pre-postsurvey design was used. Data from the presurvey provided demographic information as well as documenting current attitudes and knowledge. Participants were 168 students enrolled in a computer applications course for elementary teachers. Experts in the field presented a mini-workshop on assistive technology. Data was analyzed to determine impact of the mini-workshop on attitude and knowledge and to detect differences based on completion of a diversity course, having a disabled family member and having a disabled friend. Results indicated a continued need to include assistive technology under the broader umbrella of technology in teacher preparation programs.
Maushak, N.J., Kelley, P. & Blodgett, T. (2001). Preparing Teachers for the Inclusive Classroom: A Preliminary Study of Attitudes and Knowledge of Assistive Technology. Journal of Technology and Teacher Education, 9(3), 419-431. Norfolk, VA: Society for Information Technology & Teacher Education.
© 2001 Society for Information Technology & Teacher Education
Cited ByView References & Citations Map
Cynthia Connor, Virginia State University, United States; Martha Snell, Bruce Gansneder & Sara Dexter, University of Virginia, United States
Journal of Technology and Teacher Education Vol. 18, No. 3 (July 2010) pp. 369–386
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