Factors That Support Technology Integration Practices in the Math Education of Children with Intellectual Disabilities
The current paper explores the relationship between technological knowledge, beliefs about technology use in education, beliefs about the limits of technology use with respect to children with disabilities, self-efficacy beliefs, and their effects on technology use or teacher practices in the specia...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2023-05-01
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| Series: | Children |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-9067/10/6/918 |
| _version_ | 1797595484669345792 |
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| author | Carmen Viorica David Cristina Anamaria Costescu Adrian Marian Roșan |
| author_facet | Carmen Viorica David Cristina Anamaria Costescu Adrian Marian Roșan |
| author_sort | Carmen Viorica David |
| collection | DOAJ |
| description | The current paper explores the relationship between technological knowledge, beliefs about technology use in education, beliefs about the limits of technology use with respect to children with disabilities, self-efficacy beliefs, and their effects on technology use or teacher practices in the special education setting regarding mathematics education. Research was conducted via an online questionnaire. A total of 83 teachers working in the field of special education answered the questionnaire. The answers were analyzed via quantitative and qualitative analyses. In addition, correlational analyses were conducted. A prediction model that included all the aforementioned variables was tested. Our regression analysis evidenced the strong predictive value of technology-related knowledge with respect to technology integration practices but not toward the other models that included beliefs. Through mediation analysis, we found that technology-related knowledge mediates the relationship between self-efficacy and technology integration practices. The qualitative findings provided information on the interplay between knowledge, practice, and beliefs that are contextualized; on the specificity of technology-related knowledge. Implications are discussed with reference to factors important for the professional development of teachers with regard to technology integration. |
| first_indexed | 2024-03-11T02:38:10Z |
| format | Article |
| id | doaj.art-b0bda8c1e4154a728867607b875e9ab1 |
| institution | Directory Open Access Journal |
| issn | 2227-9067 |
| language | English |
| last_indexed | 2024-03-11T02:38:10Z |
| publishDate | 2023-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Children |
| spelling | doaj.art-b0bda8c1e4154a728867607b875e9ab12023-11-18T09:49:02ZengMDPI AGChildren2227-90672023-05-0110691810.3390/children10060918Factors That Support Technology Integration Practices in the Math Education of Children with Intellectual DisabilitiesCarmen Viorica David0Cristina Anamaria Costescu1Adrian Marian Roșan2Academy of Romanian Scientists, Splaiul Independenţei, 050094 Bucureşti, RomaniaAcademy of Romanian Scientists, Splaiul Independenţei, 050094 Bucureşti, RomaniaSpecial Education Department, Faculty of Psychology and Educational Sciences, Babes-Bolyai University, 400084 Cluj-Napoca, RomaniaThe current paper explores the relationship between technological knowledge, beliefs about technology use in education, beliefs about the limits of technology use with respect to children with disabilities, self-efficacy beliefs, and their effects on technology use or teacher practices in the special education setting regarding mathematics education. Research was conducted via an online questionnaire. A total of 83 teachers working in the field of special education answered the questionnaire. The answers were analyzed via quantitative and qualitative analyses. In addition, correlational analyses were conducted. A prediction model that included all the aforementioned variables was tested. Our regression analysis evidenced the strong predictive value of technology-related knowledge with respect to technology integration practices but not toward the other models that included beliefs. Through mediation analysis, we found that technology-related knowledge mediates the relationship between self-efficacy and technology integration practices. The qualitative findings provided information on the interplay between knowledge, practice, and beliefs that are contextualized; on the specificity of technology-related knowledge. Implications are discussed with reference to factors important for the professional development of teachers with regard to technology integration.https://www.mdpi.com/2227-9067/10/6/918digital technologiestechnology-related knowledgeteachers’ beliefsintellectual disabilities |
| spellingShingle | Carmen Viorica David Cristina Anamaria Costescu Adrian Marian Roșan Factors That Support Technology Integration Practices in the Math Education of Children with Intellectual Disabilities Children digital technologies technology-related knowledge teachers’ beliefs intellectual disabilities |
| title | Factors That Support Technology Integration Practices in the Math Education of Children with Intellectual Disabilities |
| title_full | Factors That Support Technology Integration Practices in the Math Education of Children with Intellectual Disabilities |
| title_fullStr | Factors That Support Technology Integration Practices in the Math Education of Children with Intellectual Disabilities |
| title_full_unstemmed | Factors That Support Technology Integration Practices in the Math Education of Children with Intellectual Disabilities |
| title_short | Factors That Support Technology Integration Practices in the Math Education of Children with Intellectual Disabilities |
| title_sort | factors that support technology integration practices in the math education of children with intellectual disabilities |
| topic | digital technologies technology-related knowledge teachers’ beliefs intellectual disabilities |
| url | https://www.mdpi.com/2227-9067/10/6/918 |
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