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

פרסום מחקרי: פרסום בכתב עתמאמרביקורת עמיתים

תקציר

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.

שפה מקוריתאנגלית
עמודים (מ-עד)131-159
מספר עמודים29
כתב עתJournal of Cognitive Education and Psychology
כרך18
מספר גיליון2
מזהי עצם דיגיטלי (DOIs)
סטטוס פרסוםפורסם - 1 אוק׳ 2019

ASJC Scopus subject areas

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טביעת אצבע

להלן מוצגים תחומי המחקר של הפרסום 'Teachers' Attitudes, Motivation, and Use of iPads to Support Children With Learning Disabilities Versus Children With Autism Spectrum Disorder'. יחד הם יוצרים טביעת אצבע ייחודית.

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