An Examination of Special Education Teachers’ Digital Practices

• Published in: Journal of special education technology Vol. 38; no. 3; pp. 314 - 326
• Main Authors: Kearney, Matthew, Young, Kirsty, Burke, Paul F.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.09.2023; SAGE PUBLICATIONS, INC
• Subjects: Authentic Learning; Computer Uses in Education; Distance learning; Educational Technology; Electronic Learning; Elementary Secondary Education; Foreign Countries; Handheld Devices; Online instruction; Pedagogy; Program Effectiveness; Special Education Teachers; Special Schools; Student Participation; Students with Disabilities; Teacher Attitudes; Teacher Surveys; Telecommunications; Australia; mobile devices < technology perspectives; survey < methodologies; digital pedagogies; tablets/iPad < technology perspectives
• ISSN: 0162-6434; 2381-3121
• DOI: 10.1177/01626434221094798

The aim of this study is to understand how mobile devices are being used to support students’ learning (i.e., mobile learning) in specialist schools, and in specialist support units within mainstream schools. A validated survey instrument is used to examine these practices through the lens of a sociocultural digital framework that highlights distinctive mobile learning approaches. One hundred and twenty-six teachers responded to the survey. The findings provide a nuanced understanding of teachers’ current digital pedagogical approaches, and show potential benefits for students, including increased agency. Possible directions for the development of special education teachers’ digital practices are also provided.