Teachers’ attitude was found to significantly influence intention to use technology in inclusive education classroom. This implies that there is a positive relationship between teachers’ attitude and their intention to use technology. From the direct influences attitude have on intention, it is clear that teachers who believed in the use of technology would find it beneficial to use them. It is reasonable to conclude that when teachers have positive attitudes toward inclusive education; these attitudes reinforce their intentions to use technology and consequently, lead to participation of children with special needs in the learning process. Once these children are fully engaged through the use of technology there is every reason to suggest …show more content…
The path coefficient result was not significant. This implies that there is no significant relationship between self-efficacy and teachers’ intention to use technology. Self-efficacy represents perceived behavioural control within the TPB model. Self-efficacy is also important in predicting intention. In the social cognitive theory, self- efficacy was found to be a determinant of intention (Bandura, 1977). Venkatesh and Davis (2000) hypothesized that self-efficacy would not have a direct effect on behavioural intention. Other studies however, found a positive relationship between teachers’ self-efficacy and behavioural intention to use technology (Ajzen, 1991; Ball & Levy, 2008). The positive relationship found in the present study confirmed these earlier …show more content…
A significant relationship between teachers’ knowledge and self-efficacy was established. The implication is that the more knowledgeable teachers are the more positive their self-efficacy and the more likely they would use technology in teaching. Coffland, (2000) established that teachers’ knowledge enhances the confidence with which teachers tackle new and unfamiliar tasks, including their self-beliefs and unfamiliar settings. In these circumstances, teachers who had adequate knowledge about inclusive education were likely to use technology to facilitate teaching and learning. This study corroborates other findings that teachers with higher knowledge have better attitude toward the use of technology (Coffland, 2000). The path coefficient result showed that teachers’ intention predicted teachers’ actual behaviour in technology usage. In other words, teachers who have positive intention to use technology are likely to use them. The findings from this study have provided the evidence that contributes to the TPB in the teachers’ intention to use technology (Ajzen, 1991). The
More importantly, the outcome of this study can be a measure to help stakeholders establish whether there is a need to design and implement teacher technology training. Therefore, providing a structured online support network (OSN) can prepare, assist, and support teachers with becoming agents of implementing and utilizing innovative and available technology resources (Blau & Peled,
When reading this weeks text, I believe Carole Tomlinson (2014) gave me the best visual for the importance of an inclusive classroom. She wrote “Artful teaching is like a learning triangle. It is an equilateral triangle with the teacher, the kids, and the ‘stuff’ at each corner. If any one of these goes unattended and gets out of balance with the others, the artfulness is lost.” The words are really talking about our art for teaching, but I looked at this quote with a different view.
Every child can learn and every child must learn with inclusive pedagogy through accessibility of education. If it is not, I am determine to make it become accessible by any means small or large. Sharing thinking with Ben Carson, I “Think Big”; I believe that I can be the change and with courage and determination I am the change. 100% numeracy and literacy is my all time goal and I will achieve because I believe.
The inclusive practice enables all of the students (with or without disabilities) to indulge in same class and learn together in the same class and context. Inclusive practices may refer to the idea of amalgamation of individuals with disabilities with the individuals without disabilities and having no pity for them or any other feeling that make them feels their disability. This is quite an ethical, social and educational question whether it should be done and if yes then how and why it is to be carried out (Lindon,
Academic Summary of “Acting on Beliefs in Teacher Education for Cultural Diversity” By Gay (2010) The article “Acting on Beliefs in Teacher Education for Cultural Diversity” by Gay (2010), who is a Professor at University of Washington in Faculty of Education, focuses on educating teachers for cultural diversity in classroom environments, which is frequently discussed but not a well-developed topic. According to Gay (2010), the society we live in has a huge impact on our lives, although we try to ignore or minimize its effect on educational area. There is a huge Eurocentric emphasis in the educational setting that affect students from culturally, ethnically and racially diverse backgrounds, and because of this she thinks that some major changes
Another issue that challenges teachers in inclusive practice is the implementation of ethnic groups in the curriculum. Race’s (2001, p.6-8) analysis of past education policies notes that during the 1980s, Education for All was the major policy document regarding the subject, ethnicity that caused a lot of political debate as the document was lacking identities of other ethnic minorities and has took eight years to publish. After that, the 1988 Education Reform Act introduced the national curriculum which called for a core curriculum that includes three main subjects: English, Mathematics and science along with seven foundation subjects: design and technology, art, music, PE, history, geography and modern foreign language. (Klein, 1993, p.150) Schools then have the constitutional duty to provide for every pupil ‘a
Thesis statement “Inclusion Helps Special Needs Students by Allowing Them to Develop Interactional Skills Because of the Exposure to a Social Environment.” Inclusion in education is an approach to educate students with special needs in regular classrooms, rejecting the need of special schools. The aim of this paper will be to demonstrate that inclusion of special needs students in regular classrooms helps them not only by developing interactional skills but also by allowing them to grow in a more desirable way in school. However, inclusion is not completely beneficial. One must consider that special needs is an umbrella of several necessities that demand different approaches.
1.2.1.2 Bandura’s social cognitive theory (1997) While one strand of research grounded in Rotter’s Social Learning Theory developed, a second strand emerged, growing out of Bandura’s Social Cognitive Theory and his construct of Self-Efficacy, as initially described in his 1977 article, ‘‘Self-Efficacy: Toward a unifying theory of behavioral change’’. Bandura (1997) defined perceived Self-Efficacy as ‘‘beliefs in one’s capabilities
How will you achieve that state? The development and attainment of collective efficacy among new and indifferent teachers in the context of average student learning outcomes is a most difficult and delicate process. The administrator
The promises of educational technology are phenomenal especially in the case of urban school districts. Technology is a versatile and valuable tool for teaching and learning and becoming a way of life. The most important thing is that teachers need to be prepared to use these technologies effectively. Schools can use technology effectively and for the welfare of students, teachers and society, it must be done.
Henry Ford once said, “Coming together is a beginning; keeping together is progress. Working together is success” (Brainy Quote). From here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places.
INTRODUCTION Inclusion in education is the act of integrating and accommodating each student regardless of their learning difficulties, disabilities, or other special needs. That is why in our world today, parents, educators, and lawmakers are pushing for inclusion, for the right of each child with special needs to learn alongside their peers, to have the same access to opportunities and academic advantages, and to be able to take part and contribute in the community. In the field of education, inclusion has become a controversial topic, because of the ethical and legal issues that surrounds it. On one hand, it promotes equality and diversity among the student population and it is meant to accommodate each and every student despite their
According to UNESCO, inclusive education is a process of addressing and responding to the diverse needs of all children by increasing participation in learning and reducing exclusion within and from education (Nguyet and Ha 2010). Inclusive education is a process of increasing the presence, participation and achievement of all learners (Booth and Ainscow 2002). The process involves mainstreaming children with special educational needs into regular classroom settings, allowing them to learn side by side with their peers without disabilities. Inclusive education implies that children with special educational needs have to attend mainstream schools they would have attended if they did not have a disability. Mainstreaming children with special needs education has a positive impact on both social and academic learning for children with and without special needs (Farrell 2000).
Assistive devices would provide support for students who need special needs in curriculum. Assistive technology helped children with physical difficulties to enhance school participation However, assistive technology in schools lack because there is not a supportive educational system. Hemmingston say, “Assistive technology has not been integrated into children’s daily lives in because they do not have inequity funding and failure to provide training” (464).Disabled students faced discrimination in public schools because they did not fit in social norms. This caused for students to face discrimination because they were judged based on obtaining assistive devices. Also, how teachers were not patient towards educating disabled children.
The number of answers is not mutually exclusive with the number of the respondents because the questions were answered according to the teachers’ willingness and some teachers wrote more than one limitation. The answers were listed upon the frequency distribution of the answers. From Table 5, the result reveals that insufficiency of tools or equipment is the main concern among the teachers (35.7%), followed by poor quality of network (26.2%). The lack of skills (19.1%) and the lack of knowledge (9.5%) are also mentioned as the obstacles in using online tools in the teachers’ professional development. The teachers’ readiness without specific reasons toward their own skill or knowledge of using those tools is also claimed (7.1%) and no control for the mischief of using the technology (2.4%) are also the limitations in using online professional development that the teachers are