Research Highlights Gaps in Special Educators' Technology Use and Training, Predominantly in the U.S.
A recent scoping review examining research on in-service special educators' experiences with pre-Generative AI technology in special education reveals a significant focus on the U.S., which accounts for nearly half of all publications. The review, covering studies from 2013 to 2023, identifies three main phenomena: technology integration and use, special educators' beliefs, attitudes, and knowledge regarding technology, and experiences during the COVID-19 pandemic. While technology is generally seen as promising for improving special education, its effective implementation is hindered by limited access, insufficient training, and a lack of structured support. The research indicates that special educators' positive perceptions of technology are often tied to its academic and behavioral benefits for students, as well as its potential for fostering societal participation. However, concerns about internet safety, overuse, and negative impacts also exist. The COVID-19 pandemic exposed significant unpreparedness...
