The effect of assistive technology (AT) training on science teachers' self efficacy, and attitude in inclusive schools (Record no. 20113)

MARC details
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fixed length control field 02536nam a2200265Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Kazan, Sarah
Miscellaneous information Master, تربية خاصة
245 14 - TITLE STATEMENT
Title The effect of assistive technology (AT) training on science teachers' self efficacy, and attitude in inclusive schools
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Université Libanaise - Faculté de Pédagogie - Deanship
Date of publication, distribution, etc. 2015
300 ## - PHYSICAL DESCRIPTION
Extent 133 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. This research studies the effect of assistive technology (AT) training in an Active Inspire program given for science teachers. The measured aspects are the teachers’ background, their self-efficacy level, and their attitudes towards technology. Data were collected during February and March of the academic year 2014/2015, based on the mixed method, using four surveys to identify the above-mentioned aspects concerning the participants (teachers). Also observations were done in the science classes of those teachers. The selected participants were seven science teachers who were divided into two groups: group 1 consisted of teachers who were trained to use assistive technology (Active Board) and group 2 of teachers who were not trained to use technology. Results indicated that the participants in group 1 earned high scores concerning the technology background, technology self-efficacy level, and attitude level; however, the participants in group 2 earned low scores concerning the same aspects. This was also obvious during class observation in the use of technology by teachers in both groups. The teachers in group 1 used the active board easily and confidently at least once per session to solve any technological problem. Whereas the teachers in group 2 used technology once or twice per week only, feeling angry when they faced such problems and asked for help to solve them. Recommendations, implications and future research were discussed.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Education et la technologie
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element ICT and Education School Inclusion
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Inclusion scolaire
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement des Sciences
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Les Attitudes et conceptions des enseignants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Sciences education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teachers attitudes and conceptions
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element التعليم والتكنولوجيا الدمج المدرسي
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم العلوم
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element مواقف المعلمين وتصوراتهم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Université Libanaise - Faculté de Pédagogie - Deanship
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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