260 ע עמדות סטודנטים לחינוך מיוחד מהחברה הדתית כלפי טכנולוגיה מתקדמת בהוראה )פוסטר( ספר הכנס העשרים ואחד לחקר חדשנות וטכנולוגיות למידה ע"ש צ'ייס: האדם הלומד בעידן הדיגיטלי א' בלאו, ד' אולניק - שמש, נ' גרי, א' כספי, י' סידי, י' עשת - אלקלעי, י' קלמן ו נ' ברנדל )עורכים(, רעננה: האוניברסיטה הפתוחה תפיסות ועמדות סטודנטים לחינוך מיוחד מהחברה הדתית כלפי שילוב טכנולוגיות מתקדמות בהוראה: אתגרים, הזדמנויות והשלכות הלכתיות )פוסטר( אושרת און האקדמית גורדון Oshraton1@gmail.com גליה טלר אזולאי האקדמית גורדון Galitaller2806@gmail.com Attitudes and Perceptions of Special Education Students from the Religious Community toward Integration of Advanced Technologies in Teaching: Challenges, Opportunities and Halachic Implications (Poster) Galia Taller Azulay Gordon Academic College of Education Galitaller2806@gmail.com Oshrat On Gordon Academic College of Education Oshraton1@gmail.com Abstract Background and Objectives: In the digital era, technology integration in special education offers significant potential for improving teaching and learning processes. However, different populations approach technology differently based on their values. This study examined attitudes and usage patterns of special education students from the religious community regarding advanced technology integration in teaching, focusing on considerations unique to this sector. Method: This quantitative study included 72 special education students from religious and orthodox communities studying at colleges in northern Israel. An adapted questionnaire based on teacher attitudes toward technology (Kastiel & Borstein, 2017) was used, containing 44 items across four themes: attitudes toward technology integration, actual usage patterns, and facilitating and hindering factors. Analysis included descriptive statistics, exploratory factor analysis (EFA), t-tests, ANOVA, and correlation analysis. Main Findings: Students demonstrated strong positive attitudes toward technology, particularly regarding its pedagogical effectiveness (M=4.28 out of 5). However, the dominant usage pattern was relatively basic, such as visual demonstration and presentation (M=3.97). A significant moderate-tostrong positive correlation (r=.58, p<.01) was found between overall attitudes and actual use. The belief that technology increases engagement and interest in learning was the strongest predictor of advanced learning tool usage. Two critical barriers were identified: "incompatible demands and expectations from the educational system" (the strongest barrier, 26.8%) and "Halachic considerations" (23.9%). Discussion and Conclusions: The findings highlight the need for targeted techno-pedagogical training that bridges the gap between the theoretical knowledge and pedagogical rationale acquired in
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