Affiliation:
1. Montana State University, USA
Abstract
The purpose of this exploratory study was to investigate the extent to which science teachers use inclusive technologies in science classrooms. Participants for the study were 96 male and female science teachers from school districts in a midwestern state of the US. The results show that very few science teachers used technology for inclusive classrooms in science courses. In the study, one-third of teachers used and modeled either assistive or inclusive technology in science classrooms. Results indicate that science teachers need professional development due to lack of proper technology preparation, familiarity to inclusive technology. Findings in this study suggest that the extent science teachers use technology for inclusion in science classrooms needs to be addressed at teacher education levels including providing professional development courses on inclusiveness at school district levels. State standards should also discuss how inclusiveness must be addressed in the general education classrooms.
Reference27 articles.
1. Trainee teachers' views on what helps them to use information and communication technology effectively in their subject teaching
2. The Computer Enters the Classroom
3. Comparing inclusion in the secondary vocational and academic classrooms: Strengths, needs, and recommendations.;D.Casale-Giannola;American Secondary Education,2012
4. Science for Students with Disabilities
5. Looking through an inclusive lens: Training secondary education student teachers to apply principles of universal design.;M. S.Claflin;National Social Science Journal,2012
Cited by
3 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献