Technology Use in Special Education: An Examination of Special Education Teachers' Technological Pedagogical Content Knowledge and Implementation Skills

Purpose: This study aims to examine the level of technology use among special education teachers within educational settings. Specifically, the research investigates teachers’ technological pedagogical content knowledge (TPACK) awareness and implementation skills in relation to demographic variables such as gender, age, professional experience, type of school, and student level. Method: Employing a mixed method research design, the study integrates quantitative and qualitative data to enable an in-depth and multifaceted analysis. Quantitative data were gathered through the TPACK-Application Scale, while qualitative insights were obtained via semi-structured interviews. The study sample consisted of 130 special education teachers working in schools operating under the Kastamonu Provincial Directorate of the Ministry of National Education. The qualitative part of the research was conducted with 11 teachers. Findings: The quantitative findings demonstrated no statistically significant differences in TPACK-Application scores based on gender, age, or professional experience. However, technology use skills varied according to the student groups with whom teachers worked. Teachers educating students with severe disabilities and those with autism spectrum disorder exhibited higher levels of technology integration skills than teachers working with students with mild special needs. Moreover, teachers working in practice schools and primary schools displayed significantly higher levels of technology awareness and implementation skills compared to their counterparts in kindergarten and middle school settings. These results underscore the influence of student needs on teachers’ technology integration practices. Qualitative data further indicated that limitations to effective technology use stem from infrastructure inadequacies, diverse student needs, socioeconomic constraints, and teachers’ professional development requirements. Highlights: The discussions revealed that there are differences in access to technology among schools, that teachers are willing to integrate technology but need digital tools and materials adapted to special education; therefore, there is a need to strengthen infrastructure, enhance professional development, and develop individualized digital learning strategies.