Teachers' Attitudes, Motivation, and Use of iPads to Support Children With Learning Disabilities Versus Children With Autism Spectrum Disorder

Sigal Eden, Margalit Navon, Adina Shamir

نتاج البحث: نشر في مجلةمقالةمراجعة النظراء

ملخص

The aim of the current study is to compare teachers' attitudes, motivation, and use of iPads to support teaching children with learning disabilities (LD) versus children with autism spectrum disorder (ASD). Three hundred and nine teachers (294 females and 15 males) between the ages of 25 to 62 (M = 42.66) participated in the study. The teachers were divided into two groups according to their students' disability type: 221 teachers of students with LD and 88 teachers of students with ASD. The teachers were evaluated by six questionnaires: demographic characteristics, general technology use, experience with iPads, digital competencies, attitudes toward iPads, and teacher's preparedness for iPad use. Results show that teachers in both groups find that the iPad is a useful tool to promote teaching and learning. However, the findings reveal that teachers of children with ASD use iPads more frequently and for a longer duration in the classroom. Furthermore, teachers of students with ASD seek more training.

اللغة الأصليةالإنجليزيّة
الصفحات (من إلى)131-159
عدد الصفحات29
دوريةJournal of Cognitive Education and Psychology
مستوى الصوت18
رقم الإصدار2
المعرِّفات الرقمية للأشياء
حالة النشرنُشِر - 1 أكتوبر 2019

All Science Journal Classification (ASJC) codes

  • !!Education
  • !!Experimental and Cognitive Psychology
  • !!Developmental and Educational Psychology

بصمة

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