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The Academe

Volume no. 22 | 2022
Issue no. 1


Title
TECHNOLOGICAL-PEDAGOGICAL KNOWLEDGE SKILLS OF SPECIAL EDUCATION (SPED) TEACHERS IN TEACHING AMIDST THE COVID-19 PANDEMIC
Author
Divine Grace A. Dela Cruz; Jestoni I. Portugal
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Abstract
This study indicates the importance of technology integration in special education (SPED) settings where SPED teachers are expected to possess higher competencies in technological- pedagogical knowledge (TPK) amidst the COVID-19 pandemic. Specifically, the objectives of this study aim to (1) identify the integration of technological tools by SPED teachers in teaching (in terms of learning skills and collaboration); (2) discuss the problems encountered by SPED teachers in the use of technology; and (3) assess the technological- pedagogical knowledge skills of SPED teachers in teaching, and (4) propose a course of actions to improve the technological- pedagogical knowledge skills of SPED teachers. In this study, descriptive-correlational research was used. The respondents were 20 SPED Licensed Professional Teachers of at least 21 years of age who are currently teaching or have taught learners in SPED Classes using technological tools in teaching. Moreover, the quantitative data showed that the integration of technological tools by SPED teachers in teaching is very effective in terms of Learning Skills and Collaboration wherein the SPED teachers evaluated and modified digital educational materials and promoted the inclusive use of technologies in teaching amidst the COVID-19 pandemic with the collaborative support from the parents and other SPED educators through any virtual platforms. Assessing the TPK skills of SPED teachers in teaching is also effective where they choose and use efficient pedagogical strategies and technologies suitable for the content and context. The study's quantitative findings aid the researcher in developing a suggested course of action that enhances the SPED teachers' TPK in teaching amidst the pandemic. Therefore, the researcher believes this study may benefit future students who wish to carry out similar research and who want to contribute to the Special Education (SPED) sector of academic institutions.
Keywords
technological-pedagogical knowledge skills, learning skills, collaboration, special education, SPED teachers
References
Alanazy, M.M & Alrusaiyes, R.F. (2021a). Saudi Pre-Service Special Education Teachers’ Knowledge and Perceptions Toward Using Computer Technology. International Education Studies, 14 (3). https://doi.org/10.5539/ies.v14n3p125

Alanazy, M.M & Alrusaiyes, R.F. (2021b). Saudi Pre-Service Special Education Teachers’ Knowledge and Perceptions Toward Using Computer Technology. International Education Studies, 14 (3). https://doi.org/10.5539/ies.v14n3p125

Alanazy, M.M & Alrusaiyes, R.F. (2021c). Saudi Pre-Service Special Education Teachers’ Knowledge and Perceptions Toward Using Computer Technology. International Education Studies, 14 (3). https://doi.org/10.5539/ies.v14n3p125

Bhandari, P. (2021). Retrieved from https://www.scribbr.com/methodology/correlational- research/

Carretero, S., Vuorikari, R., & Punie, Y. (2017). The Digital Competence Framework for Citizens. Publications Office of the European Union.

CHED. (2020). CHED COVID-19 ADVISORY NO. 3. [Online] Available: https://ched.gov.ph/wp-content/uploads/CHED-COVID-2019-Adviso ry-No.-3.pdf

Ciampa, K. (2017a). Building bridges between technology and content literacy in special education: Lessons learned from special educators’ use of integrated technology and perceived benefits for students. Literacy Research and Instruction, 56, 85–113. doi:10.1080/19388071.2017.1280863

Ciampa, K. (2017b). Building bridges between technology and content literacy in special education: Lessons learned from special educators’ use of integrated technology and perceived benefits for students. Literacy Research and Instruction, 56, 85–113. doi:10.1080/19388071.2017.1280863