Cette évaluation des besoins a exploré cinq dimensions : croyances, compétences, utilisation, perceptions et degré de confort actuels quant aux TA détermination de besoins de services précis préférences d’apprentissage technologie disponible obstacles potentiels. Trente-deux éducateurs de régions rurales de Terre-Neuve ont rempli un sondage en ligne comprenant un mélange de questions ouvertes et fermées. Based on the results and the research, literature recommendations are made for teacher training to address the need identified by this study.Ĭette étude a porté sur les perceptions des enseignants dans les régions rurales de Terre-Neuve de leur capacité actuelle d’appuyer l’usage des technologies d’assistance (TA) dans leurs classes et a cerné de possibles besoins de formation que l’on pourrait combler à distance. The study identified a clear need for AT teacher training. Results reveal that teachers had positive attitudes about the utility and use of AT in their classrooms, yet were not fully implementing AT with their student’s due to a variety of perceived barriers. Five dimensions were explored for this needs assessment including: current beliefs, skills, use, comfort level, and perceptions of AT identification of specific service needs learning preferences available technology and potential barriers. Thirty-two educators from rural areas of NL completed an online survey with a mix of closed- and open-ended questions. This study examined the perceptions of teachers in rural Newfoundland (NL) about their current ability to support the use of assistive technology (AT) in their classrooms, and identified possible training needs that could be accomplished remotely.
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