Barriers reported by preservice and inservice teachers in the program
| Priority | Barrier description |
|---|---|
| 1 | Few opportunities to design instruction using technologies that are commonly found in Maine schools |
| 2 | Limited experience using technology during PK-12 classroom instruction |
| 3 | Lack of experience using technology to assess student knowledge |
| 4 | Limited technology integration within assignments. For example, during a class on applied behavior analysis the technology became the focus of the assignment rather than the behavior change mechanisms for the student |
| 5 | Lack of Universal Design for Learning in courses where it was taught as a method. For example, instructors were teaching about UDL without providing multiple means of representation for assignment directions and outcomes |
| Priority | Barrier description |
|---|---|
| 1 | Few opportunities to design instruction using technologies that are commonly found in Maine schools |
| 2 | Limited experience using technology during PK-12 classroom instruction |
| 3 | Lack of experience using technology to assess student knowledge |
| 4 | Limited technology integration within assignments. For example, during a class on applied behavior analysis the technology became the focus of the assignment rather than the behavior change mechanisms for the student |
| 5 | Lack of Universal Design for Learning in courses where it was taught as a method. For example, instructors were teaching about UDL without providing multiple means of representation for assignment directions and outcomes |
Source(s): Table by authors