Microcomputer Instruction and Perceptions of Effectiveness by Special and Regular Education Elementary School Teachers

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Abstract
Instructional goals and perceptions of microcomputer effectiveness were assessed in a sample of special and regular education teachers with access to computers. For both groups of teachers, discrepancies existed between their perceptions of effective uses of the technology and the types of microcomputer instruction their students received. Differences were also noted between the special and regular educators in some areas. A chi-square analysis also indicated that special and regular education teachers differed in their perceptions of who benefits most from this type of instruction. Visual inspection of the data suggested further differences in their goals for microcomputer instruction, assessment of effective uses of technology, and perceptions of its limitations. The development of instructional goals and the effects of the diffusion of responsibility on the implementation of those goals are discussed.