Share Paper: Elementary Special Education Teachers’ TPACK and Technological Pedagogical Reasoning

  1. Susan Anderson, Texas Christian University, United States
  2. Rebecca Putman, Tarleton State University, United States

Abstract: Abstract: This study investigated elementary special education teachers’ reasoning and decision-making when planning for and using technology in instruction. Eight teachers at a private university laboratory school participated in the study. The researchers interviewed each teacher three times, with two of the interviews following observations of technology-integrated lessons. Qualitative analysis of transcripts and field notes provided insight into teachers’ confidence and perceptions regarding technology as well as the knowledge base and reasoning processes that they used when planning and implementing technology-integrated lessons. The teachers’ decisions reflected technological, pedagogical, and content knowledge (TPACK) as well as technological pedagogical reasoning (TPR).