An Analysis of the Impact of Microcomputers on the Secondary Special Education Classroom Ecology

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Abstract
The purpose of this research was to examine the effects of microcomputers on the ecology of secondary special education classrooms. Observational data were collected in twenty-six secondary school special education classes located in an urban midwestern school system. The data indicated that despite the ready availability of computers, only approximately 60 percent of the teachers chose to use them for instruction and they were in use only 25.3 percent of the time. The infrequent use was attributed to the lack of appropriate software, logistical problems in scheduling the microcomputer, and lack of training and support for teachers. The use of microcomputers was found to be related to increased student active engagement and decreased off-task behaviors. Unfortunately, teachers who used computers spent less time engaged in direct instructional activities and did not integrate the computer-based instruction with the teacher-based instruction.