Integrating Technology into Special Education Teacher Preparation Programs: Creating Shared Visions

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Abstract
While the importance of integrating technology into the curriculum is frequently discussed, to-date, most teacher education initiatives for enhancing instruction with technology have been the result of the efforts of individuals and generally focus on single courses. While such efforts are noteworthy developmentally, they are hardly adequate for significant programmatic benefit. The purpose of this article is to describe a change strategy for fostering systemic and collaborative efforts to integration technology in teacher education. A self-study process is outlined for engaging teacher educators in a series of collegial conversations about the effective use of technology in special education teacher preparation. Five topics are used to structure the conversation: (1) reviewing professional standards, (2) viewing snapshots of current practice, (3) examining visions of technology integration, (4) utilizing a roadmap of the technology integration process, and (5) validating technology integration efforts. The authors argue the process is critical for the profession if we are to move beyond individual visions to common, shared visions, of how technology can be used as a meaningful tool for teaching and learning within the discipline of special education. By advancing collective perspectives about technology integration, it is anticipated that teacher educators will gain a forum for examining descriptions, illustrations, models, principles, and strategies for implementing technology in ways that enhance opportunities for student learning. Finally, the policy implications of this change strategy for current practice and future research are noted.

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