Pre-Service Special Education Teachers’ Perceptions of Applying Technologies in Education

The role of technology in special education is of great significance, yet few studies have targeted pre-service special education teachers as users of educational technology. The aim was to explore such teachers’ technology perceptions: (a) purposes of and reasons for applying technologies in education; (b) factors they see affecting the use of technology in education; and (c) how these perceptions evolved between 2017 ( N = 111) and 2022 ( N = 86). The perceptions of students in two cohorts were investigated with quantitative and qualitative methods. Quantitative results indicated that students’ perceptions of applying technologies for various educational purposes became more positive in the 2022 cohort. All students saw multiple factors affecting the use of technology in education. Qualitative results showed students’ multiple considerations regarding both educational purposes and advancing factors. The results suggest that teacher training should provide knowledge, examples and authentic learning experiences with different technologies for the purposes of special education.