Journal Critique Collaborative Leadership in Special Education

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Liberty University *

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723

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Management

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Feb 20, 2024

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docx

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5

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Collaborative Leadership 1 Factors impacting special education teachers’ acceptance and actual use of technology. Angela Piergentili Education, Liberty University EDSP723 January 19th, 2024 \ Author Note Angela Piergentili I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Angela Piergentili Email: Apiergentili@liberty.edu
Collaborative Leadership 2 Factors impacting special education teachers’ acceptance and actual use of technology. Summary Nur Siyam uses the technology acceptance model in his study to understand the factors that impact special education’s use of technology. Twenty four special educators from the United Arab Emirates answered questions about access to technology, job relevance, self-efficacy, time, and usage (Siyam, 2019). Siyam examines the results from the questionnaire to get insight into special education teachers’ attitudes towards using technology, and the factors that either encourage or prevent the use of this technology. Finally, Siyam discusses the implications for practice and future research necessary to increase technology use in special education. Analysis of Author’s Key Points Siyam focuses on the key factors in technology implementation in special education, such as availability of resources, professional development, technical support and time (Siyam, 2019). Similarly, he explains how teacher perceptions are one of the biggest factors for technology use in the classroom, even though it has been proven to have positive outcomes for students’ learning. This study’s focus is to understand the extent of technology acceptance among special educators in the UAE and these factors that impact the use of it in their classrooms (Siyam, 2019). Throughout this journal, Siyam explains the importance of technology integration for special education classrooms and why teacher beliefs play such a large role in this success for learning. Using the TAM model, Siyam is able to explain how external factors, such as time and job relevance, contribute to the usefulness and ease of use, thus contributing to teacher attitudes and usage.
Collaborative Leadership 3 SIyam focused this study on a k-12 school with 150 teachers, 1500 students, and 110 of those students with special education needs; out of the 150 teachers, 30 of them were special educators and 24 of them were involved in the study. This school included 8 computer labs, with only one of them in the special education section, and lower grades received Ipads to share. The questionnaire given included 31 items, ranging from attitude towards usage to actual usage, and educators were asked to consider all types of technology. Overall, the results of this study showed teachers having a positive attitude towards technology use in general (Siyam, 2019). Compared to other studies, this coincided with results that majority of teachers believe technology is beneficial in the classroom, meaning there is more of a likelihood that they will integrate technology into their classrooms. However, this still can vary depending on external factors and school accessibility. Personal Response By considering external factors to teacher attitudes, this study was able to conclude a teachers’ had positive attitudes towards the use of technology in the classroom, and this positive attitude led to actual use of the technology. As an educator, I use technology regularly in my classroom, and I know that when I get frustrated with a certain platform, I am less likely to use it. Although this study showed positive correlations, there are still implications for practice and need for further research. In order for teacher attitudes to remain positive towards technology use in their classroom, there needs to be appropriate training in how to effectively use technology to support students with disabilities, not take over their instruction. Also, these types of technology should be included in teacher preparation courses, so teachers can see both sides of the platforms they will be using.
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