Technology Use in Special Education: An Examination of Special Education Teachers' Technological Pedagogical Content Knowledge and Implementation Skills

Yıl 2026, Cilt: 34 Sayı: 1, 67 - 80, 31.01.2026

Çağrı Avan , Halil İbrahim Akyüz

https://doi.org/10.24106/kefdergi.1877963

Öz

Purpose: This study aims to examine the level of technology use among special education teachers within educational settings. Specifically, the research investigates teachers’ technological pedagogical content knowledge (TPACK) awareness and implementation skills in relation to demographic variables such as gender, age, professional experience, type of school, and student level.
Method: Employing a mixed method research design, the study integrates quantitative and qualitative data to enable an in-depth and multifaceted analysis. Quantitative data were gathered through the TPACK-Application Scale, while qualitative insights were obtained via semi-structured interviews. The study sample consisted of 130 special education teachers working in schools operating under the Kastamonu Provincial Directorate of the Ministry of National Education. The qualitative part of the research was conducted with 11 teachers.
Findings: The quantitative findings demonstrated no statistically significant differences in TPACK-Application scores based on gender, age, or professional experience. However, technology use skills varied according to the student groups with whom teachers worked. Teachers educating students with severe disabilities and those with autism spectrum disorder exhibited higher levels of technology integration skills than teachers working with students with mild special needs. Moreover, teachers working in practice schools and primary schools displayed significantly higher levels of technology awareness and implementation skills compared to their counterparts in kindergarten and middle school settings. These results underscore the influence of student needs on teachers’ technology integration practices. Qualitative data further indicated that limitations to effective technology use stem from infrastructure inadequacies, diverse student needs, socioeconomic constraints, and teachers’ professional development requirements.
Highlights: The discussions revealed that there are differences in access to technology among schools, that teachers are willing to integrate technology but need digital tools and materials adapted to special education; therefore, there is a need to strengthen infrastructure, enhance professional development, and develop individualized digital learning strategies.

Anahtar Kelimeler

Special Education , Technology Awareness , Technological Pedagogical Content Knowledge , Special Education Teachers , Technology Integration

Özel Eğitimde Teknoloji Kullanımı: Özel Eğitim Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisi ve Uygulama Becerileri Üzerine Bir İnceleme

Öz

Amaç: Bu çalışma, özel eğitim öğretmenlerinin eğitim ortamlarında teknoloji kullanım düzeylerini incelemeyi amaçlamaktadır. Bu kapsamda, öğretmenlerin teknolojik pedagojik alan bilgisi (TPACK) farkındalıkları ve uygulama becerileri; cinsiyet, yaş, mesleki deneyim, okul türü ve öğrenci düzeyi gibi demografik değişkenler doğrultusunda değerlendirilmiştir.
Yöntem: Araştırma, nicel ve nitel verilerin bütüncül bir biçimde analiz edilmesine imkân tanıyan karma yöntem deseniyle yürütülmüştür. Nicel veriler TPACK-Uygulama Ölçeği ile toplanırken, nitel veriler yarı yapılandırılmış görüşmeler aracılığıyla elde edilmiştir. Çalışmanın örneklemini Kastamonu İl Millî Eğitim Müdürlüğüne bağlı okullarda görev yapan 130 özel eğitim öğretmeni oluşturmaktadır. Araştırmanın nitel bölümü 11 kişi ile yürütülmüştür.
Bulgular: Nicel bulgular, öğretmenlerin cinsiyet, yaş ve mesleki deneyim değişkenleri açısından TPACK-Uygulama Ölçeği puanlarında anlamlı bir farklılık bulunmadığını ortaya koymuştur. Bununla birlikte, öğretmenlerin teknoloji kullanım becerilerinin çalıştıkları öğrenci düzeyine göre değiştiği belirlenmiştir. Ağır düzeyde yetersizliği olan öğrenciler ve otizm spektrum bozukluğu olan öğrencilerle çalışan öğretmenlerin teknoloji entegrasyon becerilerinin, hafif düzeyde özel gereksinimi olan öğrencilerle çalışan öğretmenlere göre daha yüksek olduğu saptanmıştır. Ayrıca uygulama okulu ve ilkokullarda görev yapan öğretmenlerin teknoloji farkındalığı ve uygulama becerilerinin okul öncesi ve ortaokullarda görev yapan öğretmenlere kıyasla anlamlı düzeyde daha yüksek olduğu görülmüştür. Bu durum, öğrencilerin bireysel gereksinimlerinin öğretmenlerin teknoloji entegrasyon pratiklerini şekillendirdiğini göstermektedir. Nitel bulgular ise etkili teknoloji kullanımını sınırlayan faktörlerin altyapı eksiklikleri, öğrenci özellikleri, sosyoekonomik koşullar ve öğretmenlerin mesleki gelişim ihtiyaçları olduğunu göstermiştir.
Önemli Vurgular: Görüşmeler, okullar arasında teknolojiye erişimde farklılıklar bulunduğunu, öğretmenlerin teknoloji entegrasyonuna istekli olduklarını ancak özel eğitime uyarlanmış dijital araç ve materyallere ihtiyaç duyduklarını; bu nedenle altyapının güçlendirilmesi, mesleki gelişimin artırılması ve bireyselleştirilmiş dijital öğrenme stratejilerinin geliştirilmesi gerektiğini ortaya koymuştur.

Anahtar Kelimeler

Özel Eğitim , Teknoloji Farkindaliği , Teknolojik Pedagojik Alan Bilgisi , Özel Eğitim Öğretmenleri , Teknoloji Entegrasyonu

Kaynakça

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