| The purpose of this study was to investigate how secondary special education teachers are using technology for instruction. Scott’s (1981) Rational Perspective served as the theoretical perspective for this study.;A survey was used to gather data pertaining to how secondary special education teachers were using technology for instruction and what they were asking their students to use for learning. Additionally, participants were asked to report how they were meeting the International Society for Technology in Education’s Performance Indicators for Teachers. Participants included 311 randomly selected high school special education teachers from across the United States. The survey instrument was mailed to each participant at his/her school site.;The results of descriptive data reveal that most secondary special education teachers are using technology for instruction and asking their students to use technology for learning. In addition, many are also meeting the ISTE Performance Indicators for Teachers. Multiple logistic regression revealed that factors such as teaching setting, school context, familiarity with ISTE performance indicators for teachers, what region of the United States the teachers currently lived and worked in, years of teaching experience, and primary disability of the students they taught were not associated with high or low technology usage.;This study revealed that not only are general educators using technology for instruction but that special education students are also experiencing classroom environments where technology is being used. Furthermore, secondary special education teachers are utilizing technology to meet ISTE NETS*T. Unfortunately, none of the factors analyzed (teaching setting, school context, ISTE standards, region of US teachers lived and worked in, years of teaching experience, and primary disability of students taught) in this study were able to demonstrate an association with whether teachers were high or low technology users. |
