Preschool Teacher Perceptions of Assistive Technology and Professional Development Responses

Abstract

This study investigated the perspectives of teachers in an early childhood center concerning their thoughts and feelings about the implementation of a school wide assistive technology (AT) program designed to enhance emergent literacy skills for children identified as being at-risk or having special needs. Qualitative methodology was used to gain perspectives of all participants. Semi-structured interviews, observations in the classroom, and a self-assessment of AT knowledge and practice were used to collect data. Data were analyzed using a multiple coding approach resulting in identification of four major themes: (a) perceptions of technology, (b) perceived challenges to implementing technology, (c) perceptions of AT and literacy and (d) self-reported AT use. Discussion and recommendations focus on best practices of implementing school wide AT in early childhood settings.