Effects of Assistive Technology Instruction on Pre-Service Teachers: A Systematic Review
Jiyeon Park, Michelle A. Gremp, Min Wook Ok
Abstract
Assistive technology (AT) is critical for students with disabilities to access and engage in the general education curriculum, but research has consistently reported a lack of AT knowledge among general and special education teachers. This synthesis reviewed the literature on AT instruction in teacher preparation programs. A total of 14 studies were selected using specific selection criteria. Findings indicated that after receiving AT instruction, pre-service teachers showed positive gains in self-reported AT skills/knowledge, assessed AT skills/knowledge, and attitudes/perspectives toward AT, regardless of modality, incorporated instructional methods, or measurement. Despite the promising effects of AT instruction, this synthesis highlights the scarcity of research in the realm of such instruction within teacher preparation programs and emphasizes the need for more robust research methodologies in this area.