Special education teachers report feeling somewhat prepared to integrate technology into writing instruction, but significant gaps remain in their pre-service preparation programs with virtually no research existing on how they are trained for this critical skill.
Objective: This three-study dissertation aimed to explore how special education teachers are prepared to integrate technology into writing instruction for students with disabilities. The research sought to address two key areas: (1) identifying existing research through systematic literature reviews, and (2) assessing the current state of teacher preparation through development and validation of a specialized measurement scale. The overarching goal was to understand and improve the preparation of special education teachers to effectively combine technology tools with evidence-based writing instruction to better support students with disabilities who struggle significantly with writing tasks.
Methods: The dissertation employed a comprehensive three-study approach. Study 1 conducted a systematic literature review to examine existing research on training special education teachers to integrate technology into writing instruction, following rigorous search procedures across electronic databases and Google Scholar. Study 2 involved creating, validating, and piloting the Preparation to Integrate Writing and Technology in Special Education for Teachers (PIWTSE-T) scale through expert reviews, cognitive focus groups, and extensive validation procedures with 420 high-incidence special education teachers. The scale development process included content validity assessments by six experts, three cognitive focus groups plus one cognitive interview for clarity, and comprehensive psychometric analysis including Exploratory Factor Analysis. Study 3 analyzed the pilot data from the PIWTSE-T scale to assess teachers' perceptions of their preparation levels, examining relationships between coursework preparation, perceived abilities, teaching experience, and technology integration competencies.
Key Findings: The research revealed striking gaps in teacher preparation. Study 1 found virtually no studies investigating pre-service preparation for integrating technology into writing instruction, with only four studies examining in-service training. The limited existing research focused narrowly on persuasive writing with technology-based graphic organizers and lacked critical elements of professional development, comprehensive writing instruction, and effective technology integration. Study 2 successfully validated the PIWTSE-T scale, which demonstrated excellent internal consistency (α = .935) across four subscales measuring preparation to teach writing, integrate technology into teaching, integrate technology into writing, and reflection on technology-writing integration. Study 3 revealed that special education teachers "nearly agreed" they were prepared to integrate technology into writing instruction, with their perceived preparation aligning closely with their perceived abilities. Notably, the research identified a significant but weak negative correlation between years of teaching experience and survey scores, suggesting that newer teachers felt better prepared than veterans. Additionally, a moderate positive relationship was found between teachers' preparation levels and their perceived abilities to integrate technology into writing instruction.
Implications: These findings have significant implications for special education teacher preparation programs and the field of AI in education. The research demonstrates that current preparation programs are producing teachers with some proficiency in technology-writing integration, but substantial improvements are needed. The validated PIWTSE-T scale provides a valuable tool for assessing and improving teacher preparation programs. The findings suggest that teacher preparation programs need to emphasize both writing instruction and technology integration more systematically. Given that 95% of eighth-grade students with disabilities fail to meet writing benchmarks according to NAEP data, and considering the increasing integration of technology in educational settings, these preparation gaps have serious consequences for student outcomes. The research supports the need for explicit, structured approaches to preparing teachers for technology-enhanced writing instruction, particularly as artificial intelligence tools become more prevalent in educational contexts.
Limitations: The study acknowledges several limitations that may affect the generalizability of findings. The research focused specifically on high-incidence special education teachers, which may limit applicability to other educator populations. The sample size of 420 teachers, while substantial for scale validation, may not represent the full diversity of special education teachers across different geographic regions, school settings, or demographic backgrounds. The self-reported nature of the survey data introduces potential bias, as teachers' perceptions of their preparation may not accurately reflect their actual competencies. Additionally, the rapidly changing nature of technology means that preparation needs and available tools are constantly evolving, potentially making some findings time-sensitive. The systematic literature review revealed such limited existing research that it was difficult to establish comprehensive baseline understanding of current practices.
Future Directions: The researchers call for extensive future research in this understudied area. Key priorities include conducting longitudinal studies to track how teacher preparation translates into actual classroom practice and student outcomes over time. Research is needed to validate the PIWTSE-T scale findings with larger, more diverse samples and to explore how preparation needs vary across different special education contexts. Given the rapid advancement of artificial intelligence and educational technology, ongoing research should examine how teacher preparation programs can stay current with emerging tools and integrate them effectively. Future studies should also investigate the relationship between specific preparation program components and teacher effectiveness in implementing technology-enhanced writing instruction. Additionally, research exploring the development of evidence-based curriculum models for teacher preparation programs could help address the identified gaps. The authors emphasize the need for continued research as technology continues evolving rapidly, suggesting that preparation standards and assessment tools will need regular updating to remain relevant and effective.
Title and Authors: "Preparing Special Education Teachers to Integrate Technology into Writing Instruction" by Samantha R. Goldman.
Published on: April 17, 2025
Published by: University of Kansas Graduate Faculty (Doctoral Dissertation)