Teachers’ attitudes towards technology integration in special education classrooms

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dc.contributor.authorTabassum Naz
dc.date.accessioned2018-07-31T07:33:08Z
dc.date.available2018-07-31T07:33:08Z
dc.date.issued2017
dc.descriptionSupervised by: Prof. Dr. Abdul Hameeden_US
dc.description.abstractTechnology proved to be an effective mean to widening educational opportunities for all learners. Technology is an important component for any country's efforts to improve the quality of education. Due to International movement on quality education of children with disabilities all over the world, Pakistanis also striving to reduce all barriers and to use technology in special education as reflected in Digital PakistanPolicy 2017.This study was conducted to investigate special education teacher's attitude and their practices of technology integration in teaching students with special needs. Teachers ‘attitudes is the major factor to determine occurrence of technology integration in their classrooms. There is a great value in conducting this study as the way teachers perceive technology ultimately influence the success of their students. This study was conducted by following quantitative research design based on a survey with the use of self-designed questionnaire as research instrument. The reliability of the instrument was 0.92. Target population of this study was the teachers working in the Department of Special education in Punjab. The sample of study was 150 special education teachers conveniently selected from four districts (i.e.Lahore, Sheihkupura, Nanakana, Kasur) of Lahore division. Data were analyzed by using both descriptive (frequency, mean, standard deviation) and inferential statistics. The findings of the study revealed that majority of the teachers have positive attitudes towards technology integration in their special education classrooms on the basis of their knowledge, experience and access. The major barriers reported by teachers were lack of administrative and financial support in using technology during classroom teaching. A strong positive correlation was found statistically significant (r =0.75, sig=.000) between enabling factors and motivation to integrate technology by teachers in special education classroomsen_US
dc.identifier.urihttps://escholar.umt.edu.pk/handle/123456789/3071
dc.language.isoenen_US
dc.publisherUniversity of Management and Technologyen_US
dc.subjectDigital PakistanPolicyen_US
dc.subjectTeachers perceive technology ultimately influenceen_US
dc.subjectM.Philen_US
dc.titleTeachers’ attitudes towards technology integration in special education classroomsen_US
dc.titleTeachers' attitudes towards technology integration in special education classroomsen_us
dc.typeThesisen_US
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