Abstract
This collective case study of three elementary-level special education teachers investigated their knowledge, decision-making, reasoning, and actions while planning and implementing technology-integrated instruction in schools for students with learning differences. The results contribute to a strand of research that focuses on how teachers exhibit technological pedagogical and content knowledge (TPACK) in their thinking and practice and add to the scarce literature on the TPACK framework in special education contexts. The researchers conducted and recorded three interviews and two observations, using stimulated recall to identify instructional decisions. Qualitative thematic analysis of transcripts, individual case studies, and a cross case analysis revealed the kinds of knowledge and reasoning teachers employed when making decisions regarding technology integration. Technological pedagogical knowledge predominated their statements regarding technology-related decisions. The findings illustrate the interconnected ways in which the teachers engaged in educational processes that reflected TPACK and technological pedagogical reasoning and action (TPR&A). They made numerous planning and in-the-moment decisions related to comprehension, transformation (e.g., selection, representation, preparation), instructional interactions (e.g., adaptation, scaffolding, management), evaluation, reflection, and new comprehension. The findings suggest that professional development efforts should not only address technological knowledge and skills but also seek to improve teachers’ decision making and reasoning processes for planning and implementing technology in learning environments that include students with learning differences.
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Data availability
The dataset generated and analyzed during the current study is not publicly available to protect participants’ confidentiality. The authors may provide anonymized data upon reasonable request but can only do so with permission of the participants and institutional review boards.
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Financial support for this project was provided by an internal summer research grant from Texas Christian University.
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Both authors contributed to the study conception, design, and data collection, and coding. The first author conducted further data analysis and prepared the first draft of the manuscript. Both authors participated in manuscript revisions and approved the final manuscript.
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This research was approved by the Institutional Review Boards at Texas Christian University (1708-011-1709) and Tarleton State University (2016-071316-16094). All procedures utilized were in accordance with university, national, and international ethical standards.
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Appendix 1 Technologies used in the study
Appendix 1 Technologies used in the study
Technology | Website |
|---|---|
AirPlay | |
Book Creator | |
Dedoose | |
DOGO News | |
Google Doc | |
Google Slideshow | |
Handwriting Without Tears | |
Kahoot | |
Lexia | |
Mathletics | |
Microsoft Word | |
Notability | |
Quizlet Live |
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Anderson, S.E., Putman, R.S. Elementary special education teachers’ thinking while planning and implementing technology-integrated lessons. Educ Inf Technol 28, 9459–9481 (2023). https://doi.org/10.1007/s10639-022-11358-0
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DOI: https://doi.org/10.1007/s10639-022-11358-0