The effect of assistive technology (AT) training on science teachers' self efficacy, and attitude in inclusive schools

النوع : Mémoire

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.