Predicting Special Educators' Use of Assistive Technology in Virtual & Hybrid Learning Environments

被引：0

作者：

Watson, Jessica Herring ^{[1
]}

Perkins, Ayanna ^{[2
]}

Rockinson-Szapkiw, Amanda J. ^{[2
]}

机构：

[1] Univ Cent Arkansas, Coll Educ, Conway, AR 72035 USA

[2] Univ Memphis, Coll Educ, Memphis, TN USA

来源：

TECHTRENDS | 2024年 / 68卷 / 02期

关键词：

Assistive technology; Special education; Technology acceptance; PRESERVICE TEACHERS; ACCEPTANCE; IMPACT; SCALE; MODEL;

D O I：

10.1007/s11528-024-00932-7

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This predictive correlational study investigated to what extent, if at all, the constructs of the Unified Theory of Acceptance and Use of Technology (UTAUT) predicted special educators' use of assistive technology (AT) in virtual and hybrid settings during the COVID-19 pandemic. A survey was distributed to educators (n = 104) across the United States, and a multiple regression was used to determine whether, if at all, the constructs of the UTAUT significantly predicted their use of AT to support online and hybrid learning. The results cohere with and extend previous research regarding teachers' acceptance and use of technology and demonstrated that special educators' positive perceptions of social influence and students' effort expectancy were predictive of their use of AT in online and hybrid settings.

引用

页码：370 / 379

页数：10

共 52 条

[1]

Ab Jalil H., 2022, International Journal of Learning, Teaching and Educational Research, V21, P18, DOI [10.26803/ijlter.21.1.2, DOI 10.26803/IJLTER.21.1.2]

[2]

Alghamdi, 2021, Journal of Digital Learning in Teacher Education, P1, DOI DOI 10.1080/21532974.2021.1998812

[3]

Basham J.D., 2016, Journal of Special Education Leadership, V29, P70

[4] Technology use by pre-service teachers during teaching practice: Are new teachers embracing technology right away in their first teaching experience? [J].