Special Education Teachers' Motivations for Technology Use in the Classroom: A Closer Look at Interactive Technologies Through the Universal Design for Learning and Anthropomorphism

This study employed a survey design (N = 119) of special education teachers in order to conceptualize teacher motivations for technology use in the classroom. This study looked specifically at interactive technologies, namely interactive whiteboards and computer tablets. Survey measures included teacher attitudes towards technology, teacher preparation, and teacher level of innovativeness. Further, teacher level of anthropomorphism was also examined. Additionally, this study sought to break down teacher perceptions of interactive technologies to better understand the specific motivations for their use in the classroom. Results indicate that first, overall attitudes toward technology is significantly related to overall technology use. Second, teacher motivations ended up being a simple construct of benefits. Teachers do not think about interactive technologies in a complex way, rather there is a perceived benefit that pushes teachers to use them. Teacher motivations were broken into the following dimensions, perceived educational benefit, requirement, and personal benefit. Third, anthropomorphism is significantly related to overall attitudes toward technology. There was no relationship between anthropomorphism and overall technology use or teacher preparation and overall technology use.

Grantor dc:publisher

Wake Forest University

Year dc:date.issued

2012

Author dc:creator

• Silva, Erin R.

• Anthropomorphism

Language dc:language.iso

en

Handle dc:identifier.uri

http://hdl.handle.net/10339/37261

OAI identifier oai:identifier

oai:wakespace.lib.wfu.edu:10339/37261