Autism and Technology: Investigating Elementary Teachers' Perceptions Regarding Technology Used with Students with Autism

Autor/in	Sulaimani, Mona F.
Titel	Autism and Technology: Investigating Elementary Teachers' Perceptions Regarding Technology Used with Students with Autism
Quelle	In: International Journal of Special Education, 32 (2017) 3, S.586-595 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Teacher Attitudes; Educational Technology; Technology Uses in Education; Autism; Semi Structured Interviews; Elementary School Students; Teaching Methods; Technology Integration; Rural Schools; Special Education Teachers + Suchen Sie Ihr Suchwort? Lehrerverhalten; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende
Abstract	Despite extensive scholarship on the importance of using technology in classrooms, little has been done to explore teachers' perceptions towards using technology with individuals diagnosed with autism spectrum disorders (ASD). The purpose of this study was to examine teachers' attitudes towards the use of technology for students with autism. Data were collected through semi-structured interviews with seven elementary school teachers who taught students diagnosed with autism. Findings revealed the majority of teachers (six of the seven participants) are in favor of using technology in the classroom and believe that it can have a positive impact on students' learning experiences. A thematic analysis revealed three themes: teacher's attitudes towards using technology, benefits of incorporating technology in the classroom, and the different skills technology helps students to develop. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01