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Preparing Special Education Teachers...

Goldman, Samantha R.,

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Preparing Special Education Teachers to Integrate Technology into Writing Instruction /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Preparing Special Education Teachers to Integrate Technology into Writing Instruction // Samantha R Goldman.
Author:	Goldman, Samantha R.,
Description:	1 electronic resource (237 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-12, Section: A.
Contained By:	Dissertations Abstracts International86-12A.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31997200
ISBN:	9798280775749

Preparing Special Education Teachers to Integrate Technology into Writing Instruction /
Goldman, Samantha R.,

Preparing Special Education Teachers to Integrate Technology into Writing Instruction /Samantha R Goldman. - 1 electronic resource (237 pages)

Source: Dissertations Abstracts International, Volume: 86-12, Section: A.

The aim of this three-study dissertation is to add to the emerging literature on preparing pre-service special education teachers to integrate technology into writing. In Study 1, existing literature detailing the training pre- and in-service special education teachers receive to integrate technology into writing instruction for students with disabilities were reviewed. Findings from this review include no studies investigating pre-service preparation and only four investigating in-service training, a focus on persuasive writing with technology-based graphic organizers, and an absence of critical elements of professional development, writing instruction, and technology integration. Study 2 created, validated, and piloted the Preparation to Integrate Writing into Technology in Special Education for Teachers (PIWTSE-T) scale. This scale, developed using existing guidance in writing and technology, was designed to measure how high incidence special education teachers were prepared to integrate technology into writing. This process involved reviews by six experts, three cognitive focus groups and one cognitive interview, and a pilot study with 420 high-incidence special education teachers. The validated PITWSE-T consists of 36 items across four subscales. The overall scale (α = .935) and associated subtests showed excellent internal consistency. The Exploratory Factor Analysis of the four scales loaded onto the four dimensions. Convergent validity with established measures produced a significant positive correlation for each subscale. The final study analyzed the data from the piloted PITWSE-T to determine the extent coursework prepared high incidence special education teachers to integrate technology into their writing instruction for students with disabilities, the extent by which high incidence special education teachers perceive themselves as prepared to integrate technology to enhance writing instruction for students with disabilities, the impact of teacher tenure on preparation to integrate technology into writing instruction, and the relationship between perceptions of preparedness to integrate technology into writing instruction and their perceived abilities to teach these specific skills. Results revealed special education teachers nearly agreed they were prepared to integrate technology into writing instruction, which aligned with their perceptions of their abilities. A Pearson's correlation determined that there is a significant, weak, negative correlation between years of teaching and survey scores. An additional Pearson's correlation found a statistically significant, moderate, positive relationship between a teacher's preparation and their perceived abilities to integrate technology into writing instruction. Findings suggest special education teachers are leaving their preparation programs with some proficiency in integrating technology into writing instruction. The final chapter outlines overall conclusions and calls for future research and practice.

English

ISBN: 9798280775749Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Teacher preparation

Preparing Special Education Teachers to Integrate Technology into Writing Instruction /
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520 $a The aim of this three-study dissertation is to add to the emerging literature on preparing pre-service special education teachers to integrate technology into writing. In Study 1, existing literature detailing the training pre- and in-service special education teachers receive to integrate technology into writing instruction for students with disabilities were reviewed. Findings from this review include no studies investigating pre-service preparation and only four investigating in-service training, a focus on persuasive writing with technology-based graphic organizers, and an absence of critical elements of professional development, writing instruction, and technology integration. Study 2 created, validated, and piloted the Preparation to Integrate Writing into Technology in Special Education for Teachers (PIWTSE-T) scale. This scale, developed using existing guidance in writing and technology, was designed to measure how high incidence special education teachers were prepared to integrate technology into writing. This process involved reviews by six experts, three cognitive focus groups and one cognitive interview, and a pilot study with 420 high-incidence special education teachers. The validated PITWSE-T consists of 36 items across four subscales. The overall scale (α = .935) and associated subtests showed excellent internal consistency. The Exploratory Factor Analysis of the four scales loaded onto the four dimensions. Convergent validity with established measures produced a significant positive correlation for each subscale. The final study analyzed the data from the piloted PITWSE-T to determine the extent coursework prepared high incidence special education teachers to integrate technology into their writing instruction for students with disabilities, the extent by which high incidence special education teachers perceive themselves as prepared to integrate technology to enhance writing instruction for students with disabilities, the impact of teacher tenure on preparation to integrate technology into writing instruction, and the relationship between perceptions of preparedness to integrate technology into writing instruction and their perceived abilities to teach these specific skills. Results revealed special education teachers nearly agreed they were prepared to integrate technology into writing instruction, which aligned with their perceptions of their abilities. A Pearson's correlation determined that there is a significant, weak, negative correlation between years of teaching and survey scores. An additional Pearson's correlation found a statistically significant, moderate, positive relationship between a teacher's preparation and their perceived abilities to integrate technology into writing instruction. Findings suggest special education teachers are leaving their preparation programs with some proficiency in integrating technology into writing instruction. The final chapter outlines overall conclusions and calls for future research and practice.
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