An Analysis of the Impact of Computer Placement and Training on Special Education Teachers' Attitudes and Perceptions of The Role of Computers in Instruction

Abstract

To increase the information available about the efficacy of strategies to train special education teachers to use technology, a study was conducted to describe the changes in teacher and student behavior that accompanied: (a) the placement of a computer in special education classrooms and (b) the completion of a 4-month practicum to integrate the computer into instructional programs. This research was conducted in concert with a master's degree program designed to train teachers of students with mild handicaps to effectively integrate technology into their instructional programs. This study employed a within-subjects (Intervention phase x Subjects) design to examine changes in individual classroom environments, and teacher's perceptions and beliefs across phases of intervention. This design allowed the statistical analysis of changes in classroom, student, and teacher variables across two intervention phases as measured by a computer-use attitudinal survey and a structured interview. The most striking change found across the three phases of this study was the teachers' perception of the computer's role in their instructional program. Initially, teachers viewed the computer as a motivational and reinforcement device that had some utility in providing drill on content previously presented by the teacher. After completing the computer integration practicum course, the teachers maintained their initial perception of the computer as a powerful tool for motivating and reinforcing students and providing drill and practice, but began to view the computer as a useful tool for themselves and for their students.