Search results for: Cranston-Gingras Ann

In this article, the authors describe a systematic effort by a department of special education to integrate technology into teaching through a one-to-one laptop initiative and to examine preservice teachers' perceptions concerning their experiences with the initiative. 13 undergraduate special education majors participated in this study. The authors used both qualitative and quantitative methods. The findings indicate that preservice teachers' perceptions of their abilities to integrate the use of technology in their teaching increased, whereas their attitudes toward integrating technology in teaching remained consistently high across program semesters. Implications of the results are discussed.