Examining Technological and Pedagogical Content Knowledge of Special Education Teachers Based on Various Variables

Integration of technology in special education has gained great importance recently and special education teachers are expected to have higher levels of competencies in integrating technology in special education settings and other important components of knowledge and skills related with technology. This study aims to examine technological and pedagogical content knowledge levels of special education teachers based on various variables. The study has quantitative nature and a survey model was used. Data were collected with demographic information form and Technological Pedagogical Content Knowledge Scale. Results showed adequate levels of technological and pedagogical content knowledge levels of special education teachers and significant difference was observed between the teaching experience and the technological and pedagogical content knowledge levels.