The reality of special education teachers' use of modern educational technologies in schools and ways to activate them

Abstract

The research aims to identify the reality of special education teachers’ use of modern educational technologies  in public schools in the Gaza Strip and the West Bank, which were identified in the directorates of Khan Yunis and North Hebron, and to identify the difficulties that hinder the work of special education teachers, and to identify ways to activate the use of modern educational technologies s  in public schools from the viewpoint of special education teachers, as well as identifying  of the differences between the southern governorates identified in the schools of Khan Yunis and the public schools in the North Hebron district, which are available to special education teachers, about the reality of teachers’ use of educational technologies and the differences in attending training courses for each of the teachers, and the results of the research resulted in the following:    1.The general level of special education teachers’ use of educational technologies in schools was weak, with a relative weight of 57.6%.                                                               2.The lack of modern educational technical devices to the resource room” was the biggest difficulty that hinders the use of educational techniques  by special education teachers in schools with a relative weight of 63.3%, while item  No. (11) which states “weak financial capabilities that contribute to the provision of technologies educational” the least difficulties that hinder the use of educational technologies by special education teachers in schools, with a relative weight of 46.7%.   

3.Putting the use of learning technologies  within the educational plan” was the largest way through which special education teachers can activate the use of educational techniques in schools, where its relative weight reached 58.3%, while item No. (3) which states “provide a specialist in maintenance  of Modern devices and technologies” are the least ways in which special education teachers can activate the use of educational technologies in schools, as their relative weight reached 36.7%          

4.There are no statistically significant differences between teachers due to the governorate (Gaza – West Bank).