Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Assessing the Implementation of Differentiated Instruction Using Technology within Pre-Service Teacher Education Programs

  • Annah L. Hill, D.Ed. (Author) Indiana University of Pennsylvania image/svg+xml
    Dr. Mariha K. Shields is an Assistant Professor at Indiana University of Pennsylvania in the Communication Disorders, Special Education, and Disability Services Department. Dr. Shields has 11 years of teaching experience in middle and secondary Special Education in the areas of Learning Support, Life Skills Support, Emotional Support, and Algebra I/II. She holds certification in deaf education, special education, and middle level/secondary mathematics. Dr. Shields’ research interests include professional development for pre-service teachers, remote teacher candidate supervision, graduate curriculum, and differentiated instruction using technology. She is currently the Graduate Coordinator for the Special Education program, teaches undergraduate and graduate courses on characteristics and identification of students with mild, emotional, and behavioral disabilities, behavior management, advanced instructional design, and explicit instruction, as well as supervision of teacher candidates and disability service interns.
  • Mariha K. Shields, D.Ed. (Author) Indiana University of Pennsylvania
    Dr. Annah L. Hill is an associate professor at Indiana University of Pennsylvania (IUP) where she teaches undergraduate and graduate courses in the Department of Communication Disorders, Special Education and Disability Services. She obtained her Doctor of Education in Curriculum and Instruction (2013). She also obtained her undergraduate (2001) and graduate degree in Deaf Education (2005), Reading Specialist certification (2006), Special Education certification (2013), and her certification in Teaching English as a Second Language [ESL] (2014). She works closely with both the Arc of Indiana County and the Arc of Pennsylvania to improve the quality of life for persons with complex needs, individuals with hearing loss and the Deaf Community, as well as individuals with multiple disabilities. Her research interests include: self-determination, self-advocacy, transition, ESL, service learning, assistive technology, and curriculum, instruction, and assessment.
DOI
https://doi.org/10.64546/jaasep.478
Abstract
The purpose of this study was to assess the implementation of differentiated instruction using technology within pre-service teacher education programs. Pre-service teachers were presented with a survey prior to entering the professional development workshop on differentiating instruction through technology. Through the pre-survey data, the researchers were interested in determining the participants’ familiarity with and application of differentiated instruction through technology from undergraduate courses taken prior to the professional development workshop (PD workshop). The authors provided data which suggest that choice boards are not utilized as consistently as PowerPoint presentations, Word Processing, or online computer quizzes.
Keywords
Cooperating Teachers, Faculty Development, Individualized Instruction, Preservice Teacher Education, Preservice Teachers, Student Attitudes
References

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There are 18 references in total.
How to Cite
Hill, A. L., & Shields, M. K. (2022). Assessing the Implementation of Differentiated Instruction Using Technology within Pre-Service Teacher Education Programs. Journal of the American Academy of Special Education Professionals, 17(1), 27-37. https://doi.org/10.64546/jaasep.478

Winter 2022

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  • Article Type Articles
  • Submitted January 1, 2022
  • Published February 15, 2022
  • Issue Winter 2022
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