Preparing Special Education Teacher Candidates to Intentionally Incorporate Technology Within Individual Education Plan Goals

• In Event: Moving Beyond Traditional Assessment: Using Authentic Assessment in Online Learning Environments

Abstract

1. Objectives: This project presents application of recent research on technology integration on in-service special education practice to pre-service teacher candidate preparation coursework.

2. Perspectives: The research on integration of technology tools into special education instructional practice is limited (Edyburn, 2013). This study explored how pre-service special education teacher candidates apply technology knowledge to lesson planning and the development of individual education plans (IEPs) during final capstone courses. Based on the results of previous research findings will be used to increase technology application to IEP goals in final ePortfolio projects.

3. Methods, techniques, or modes of inquiry: Students enrolled in final coursework for credential/Master’s degrees in Special Education Digital Teaching and Learning will prepare a final ePortfolio which includes a unit plan based on IEP goals. The unit plan includes innovative technology resources that address a variety of common IEP goals and are differentiated for multimodality learning and learning environments (Gardner, 1991; Nam, Bahn, & Lee, 2013). Case study methodology was used to explore student experience in developing technology-rich strategies to address IEP goals and develop strategies for assessing growth toward goals (Zabala, 2005).

4. Data sources: Data sources included student pre-and post course surveys, growth assessment papers, and review of final teacher candidate ePortfolios.

5. Results: Analysis of the data suggests that teacher candidates are more intentional in the application of innovative technology to IEP goals as a result of course revision. The inclusion of discussion topics such as maintaining a growth versus a fixed mindset, utilization of the SETT framework for technology selection and evaluation, and intentional teacher collaboration on ePortfolios resulted in a more reflective and creative approach to technology selection and integration into learning activities for diverse students.

6. Scientific or scholarly significance of the study or work:

The process of integrating technology into special education instruction is complex and requires more support than typically offered in university programs. Results of the research can be generalized to inform university teacher preparation programs and in-service professional development for special education teachers. Additionally, theoretical constructs applied in this study provide framing for future empirical research in the field.

Author

• Jennifer Courduff, Azusa Pacific University