Αντιλήψεις εκπαιδευτικών ειδικής αγωγής για την κινητή μάθηση: Ο ρόλος της επιμόρφωσης στις ΤΠΕ, της εμπειρίας και της ηλικίας

Abstract

The rapid development of mobile technologies is redefining the role of the educator, making their digital readiness essential within the framework of 21st-century skills. This study examines the perceptions of Greek special education teachers regarding mobile learning, focusing on the role of ICT training, prior experience, and age. A total of 83 primary education teachers from schools in Western Thessaloniki participated, with data collected through the Perceived Characteristics of Innovation (PCI) Scale. The findings revealed a moderately positive attitude towards mobile learning, with particular emphasis on usefulness, compatibility, and flexibility in device use. ICT training did not show a statistically significant relationship with participants’ perceptions, unlike personal experience with mobile devices, which did reveal a statistically significant difference. Younger teachers appeared more receptive compared to their older colleagues. Aiming to improve the quality of education offered to individuals with special needs, this study contributes to understanding teachers’ perceptions and strengthens both their evaluation and preparation for the effective integration of mobile learning.

Keywords 

teacher evaluation, teachers’ perceptions, mobile learning, special education