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Attitudes of special education teachers of pupils with intellectual disability towards the inclusion of computers in their curriculum
Author
Tan, Anthony Kok Poh
Supervisor
Nam, Sang Seok
Abstract
The recent provision of computer hardware to special schools by the Ministry of Education and the special schools' own effort in implementing computer-facilitated learning in the classroom has generated some concerns among teachers and administrators. The inclusion of computers into the classroom needs to be executed with careful planning and organization. Research and literature have shown that the key factor to the successful introduction of the use of computers in the classroom is the teacher. To be able to reap the benefits of computer technology in the classroom, teachers need to have positive attitudes towards the use of computers. Therefore, as schools proceed with their implementation of computer-facilitated learning programmes, they must seek to understand the attitudes of the teachers towards the use of computers in their teaching as well as to address their concerns.
This study was conducted to investigate the attitudes of special education teachers of pupils with intellectual disability towards the inclusion of computers in teaching and learning. The study also investigated the factors affecting the teachers' attitudes and their concerns pertaining to the inclusion of computers. Teachers (n = 150) from ten special schools providing education to pupils with intellectual disability were surveyed. Results indicated that the special education teachers are positive towards the inclusion of computers in teaching and learning. The teachers' attitudes were found to be affected by (1) their attitudes towards computers in general; (2) the presence of computer-related course during teacher-training course ; (3) the severity of their pupils' intellectual disability and (4) their perception of the support from their school. The teachers' self-perception of their computer competency was found to affect only their attitudes towards computers but not their attitudes towards the use of computers in Special Education for pupils with intellectual disability. The lack of technical support and the inadequacy of training were two of the most significant concerns raised by the teachers.
This study was conducted to investigate the attitudes of special education teachers of pupils with intellectual disability towards the inclusion of computers in teaching and learning. The study also investigated the factors affecting the teachers' attitudes and their concerns pertaining to the inclusion of computers. Teachers (n = 150) from ten special schools providing education to pupils with intellectual disability were surveyed. Results indicated that the special education teachers are positive towards the inclusion of computers in teaching and learning. The teachers' attitudes were found to be affected by (1) their attitudes towards computers in general; (2) the presence of computer-related course during teacher-training course ; (3) the severity of their pupils' intellectual disability and (4) their perception of the support from their school. The teachers' self-perception of their computer competency was found to affect only their attitudes towards computers but not their attitudes towards the use of computers in Special Education for pupils with intellectual disability. The lack of technical support and the inadequacy of training were two of the most significant concerns raised by the teachers.
Date Issued
2002
Call Number
LB1028.5 Tan
Date Submitted
2002