The Impact of Legislation on Special Education Teachers' Use of Technology: A Comparison of Teachers Prepared Under Three Mandates
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Newman, D., Gozza Cohen, M., Asaro, K. & Gamello, A. (2005). The Impact of Legislation on Special Education Teachers' Use of Technology: A Comparison of Teachers Prepared Under Three Mandates. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 3942-3945). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19776.
Conference Information
Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
2005
ISBN 1-880094-55-X
Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE
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Abstract
As a result of legislative and accreditation mandates, training, implementation, attitudes and beliefs among special education teachers should reflect a steady positive increase since the enactment of the 1990 Individuals with Disabilities Education Act and Title III and PT3 funding in the late 1990's. This study presents the results of a comparison of teachers identified as having a certification in special education. For the purpose of this study, the teachers were divided into three groups: those with three or less years of teaching experience (training during or after Title III and PT3 implementation), those who have been teaching since 1990 (when IDEA was implemented) and those who received their training prior to 1990. A comparison of their beliefs about technology, preparation to use technology, and levels of curricular integration will be presented.
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