Teachers’ Perceptions on Using Educational Technology Applications for Mathematics in Special Education Classrooms

Utilizing the capabilities of technology applications can contribute to the creation of innovative educational interventions for students with special needs. However, their added pedagogical value in the learning practice of Mathematics depends on the planning of their utilization. In this context, empirical studies show that teachers are an important factor in the learning process, regarding their attitudes in using technology in the educational process of teaching Mathematics. Aim of this study was to determine the perceptions of special education teachers in using educational technology applications into their classrooms. Qualitative research method was conducted with semi-structured interviews to fifteen teachers working at special education schools in Greece. The content analysis method and certain constituted themes were used to analyze participants’ answers. According to study’s results, special education teachers acknowledge their competence in using technology applications and they have a positive attitude towards it despite the challenges they face.