An Examination of Special Education Teachers’ Digital Practices

The aim of this study is to understand how mobile devices are being used to support students’ learning (i.e., mobile learning) in specialist schools, and in specialist support units within mainstream schools. A validated survey instrument is used to examine these practices through the lens of a soci...

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Bibliographic Details
Published in:Journal of special education technology 2023-09, Vol.38 (3), p.314-326
Main Authors: Kearney, Matthew, Young, Kirsty, Burke, Paul F.
Format: Article
Language:English
Subjects:
Authentic Learning
Computer Uses in Education
Distance learning
Educational Technology
Elementary Secondary Education
Foreign Countries
Handheld Devices
Online instruction
Pedagogy
Program Effectiveness
Special Education Teachers
Special Schools
Student Participation
Students with Disabilities
Teacher Attitudes
Telecommunications
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Summary:The aim of this study is to understand how mobile devices are being used to support students’ learning (i.e., mobile learning) in specialist schools, and in specialist support units within mainstream schools. A validated survey instrument is used to examine these practices through the lens of a sociocultural digital framework that highlights distinctive mobile learning approaches. One hundred and twenty-six teachers responded to the survey. The findings provide a nuanced understanding of teachers’ current digital pedagogical approaches, and show potential benefits for students, including increased agency. Possible directions for the development of special education teachers’ digital practices are also provided.
ISSN:0162-6434
2381-3121
DOI:10.1177/01626434221094798