In-Service Educators’ Changes in Reasoning About Technology Integration

We aimed to capture reflections of in-service educators’ understanding of the use of technology in teaching, after receiving instruction on the Universal Design for Learning (UDL) and Triple-E technology integration frameworks. Our objectives were to investigate in-service educators’ reflections for the presence of any changes in their reasoning process when thinking about technology use and teaching. We provided a writing prompt to online graduate students pursuing master’s degrees in special education and asked participants to describe any changes in their “knowledge, attitudes, and beliefs about technology/technology use.” Qualitative summative content analysis was performed to identify themes in the participants’ reflections. An understanding of the relationship between how instruction on technology integration frameworks, like Triple E, and UDL impacts in-service educators’ reasoning process in using technology can better inform special education preparation programs in designing impactful and effective instruction to support the development of educators’ digital literacy, and effective instruction for students with disabilities.