Factors that Influence Teachers’ Use of Assistive Technology: A Study of Decision-making
Rascheel Hastings, University of Arkansas at Little Rock, United States ; Jennifer Buie Hune, UALR, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study is will report preliminary results of a survey regarding teachers’ use of assistive technology. Teachers must determine how best to teach children who present challenging learning needs. It is imperative that teachers be equipped with the most powerful tools possible to enable the development of academic abilities in all students, especially when the students lack the ability to function as typical children do in the special or general education setting. Empirical study related to the functional use of assistive technology for specific deficits exists; however, research regarding teacher use of, functional application of, or perceptions of training for use of such technology is limited. A more salient question is, what influences exist which contribute to decision-making? This research presentation will share results of the survey and address teachers’ perceptions of what influences AT decision-making.
Hastings, R. & Hune, J.B. (2013). Factors that Influence Teachers’ Use of Assistive Technology: A Study of Decision-making. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4323-4330). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).