Pre-service teacher’s perceptions of high-tech assistive technology

ID: 31586 Type: Brief Paper
  1. Julie Corkett, Mumbi Kariuki, Darlene Brackenreed, and Ken Waller, Schulich School of Education, Canada

Thursday, March 10 3:25-3:45 PM Location: Hermitage C

Presider: Kioh Kim, University of Louisiana at Monroe, United States

Abstract: The current study examines how pre-service teachers’ self-efficacy in assistive technology (AT) influences their perceptions of AT within the classroom. The participants consisted of pre-service teachers (n=151) enrolled in the primary/junior division of a one-year Bachelor of Education degree program. Preliminary findings suggest that the majority of the pre-service teachers started the teacher preparation program with moderate to high self-efficacy levels in AT. Furthermore, the findings point to positive relationships between the pre-service teachers’ self-efficacy and their view on the potential impact of AT in the classroom and their view on whether or not AT is the responsibility of the regular classroom teacher.


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