Building Bridges between Technology and Content Literacy in Special Education: Lessons Learned from Special Educators' Use of Integrated Technology and Perceived Benefits for Students

Autor/in	Ciampa, Katia
Titel	Building Bridges between Technology and Content Literacy in Special Education: Lessons Learned from Special Educators' Use of Integrated Technology and Perceived Benefits for Students
Quelle	In: Literacy Research and Instruction, 56 (2017) 2, S.85-113 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2017.1280863
Schlagwörter	Case Studies; Technology Uses in Education; Educational Technology; Faculty Development; Special Education Teachers; Elementary School Teachers; Urban Schools; Technology Integration; Literacy Education; Content Area Reading; Web Sites; Diaries; Journal Writing; Documentation; Program Effectiveness; Self Efficacy; Pedagogical Content Knowledge; Technological Literacy; Disabilities; Poverty; At Risk Students; Evaluation Methods; Qualitative Research + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sinnerfassendes Lesen; Web-Design; Diary; Tagebuch; Zeitschriftenaufsatz; Dokumentation; Self-efficacy; Selbstwirksamkeit; Pädagogische Kompetenz; Technisches Wissen; Handicap; Behinderung; Armut; Qualitative Forschung
Abstract	This single-site case study describes the outcomes and lessons learned from the implementation of a technology professional development initiative aimed at helping three special education teachers from an urban elementary school learn how to infuse technology in their content literacy instruction. Three types of qualitative data were collected: (a) researcher's anecdotal notes during the professional learning sessions; (b) teachers' reflection blog entries; and (c) student artifacts (i.e., digital exit tickets, student work samples). The impact of the technology professional development on teachers' self-efficacy beliefs and Technological Pedagogical Content Knowledge for content literacy instruction, changes in teachers' content literacy instructional and assessment practices, and the influence of teachers' technology professional development on the content literacy learning of students with disabilities are discussed. Recommendations for future professional development programs focused on technology are offered. This study has important implications for urban, high-needs students who need to have equitable access to 21st century digital literacy skills across the content areas in order for them to become college and career ready. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01