Abstract:

Nowadays the implementation of smart technologies such as mobile devices (iPhones and iPADs) has become an integral part of the learning and teaching process in different educational domains. Educational systems are required to adapt learning processes to the current technological era. One of the main implications of this adjustment is training an independent graduate, who can adapt to the rapidly changing world. Such a graduate is supposed to acquire 21th century skills and apply them in teaching and learning process.
Many studies have reported the benefits of using iPADs by teachers and students in the special education classroom for literacy instruction. Furthermore, studies have shown positive attitudes toward using iPADs among students and teachers. So, as technology develops, it helps improve the quality of life of students with disabilities in special education and enables higher personalization, choice, creativity, collaboration, authentic learning, and provides a sense of ability among students.
The study was conducted in the years 2015-2017, and examined the preparation of special education teachers regarding the adoption of using iPADs; the self-efficacy and motivation of these teachers in the educational process.
The Participants of this study are 80 special education teachers from 7 different special education schools, who underwent professional development of using iPADs in special education. About 15 teachers (20%) were Males, aged between 22 and 55 years old. Most of them have bachelor and master degrees in special education.
In order to obtain a rich picture of teacher's patterns of adapting the use of iPADs in special education class rooms, this study used both quantitative and qualitative research approaches. The quantitative data collected through an online survey questionnaire which sent to teachers via email, and the qualitative data collected by using a semi structured interviews, which was conducted through 14 teachers. In order to analyze the quantitative data, the SPSS statistical package was used.

The findings indicated a high motivation for using the iPAD among teachers. According to the interviewees, the teachers are very interested in integrating the iPAD into their classes. The computerized activities that the teachers integrated in their classes indicate that they well implemented the use of iPADs; In addition it indicates a high sense of self-efficacy among these teachers.

Keywords:

IPADs implementation in special education, learning motivation, self-efficacy, 21th century skils.