淺談特教教師應用科技進行課程調整與教學設計之素養

The Technology Integrating into Curriculum Adaptation and Teaching Design- Technological Literacy of Special Education Teachers

本文由素養的角度，探討特教教師之科技運用以及課程調整與教學設計。首先討論科技與特殊教育之關係，並簡要說明特教教師運用科技於教學中之現況；接著探討科技在特殊教育課程調整上之應用，以及特教教師的科技素養，並藉由文獻回顧從素養之三層次歸納特教教師應具備之科技應用素養，分別包含：（一）知識層面：具備科技應用於特殊教育課程調整與教學設計之基本知能、（二）能力層面：實際應用科技融入教學並調整身心障礙學生課程之能力、（三）態度層面：理解科技應用之重要性及願意跟上科技發展趨勢調整身心障礙學生之課程。最後，提出增進特教教師科技素養之方法，及未來實證研究的可行方向。

The purpose of this article is to discuss the technology literacy of special education teachers in curriculum adaptation and teaching design. First, discuss the relationship between technology and special education, and briefly explain the current situation of special education teachers using technology in teaching. Second, discuss the application of technology in the adjustment of special education courses and the technological literacy of special education teachers. There are three levels of the technological literacy for special education teachers, including: (1) knowledge: understanding the application of technology in special education curriculum adaptation and teaching design; (2) ability: the ability of special education teachers integrating technology into instruction for students with disabilities, (3)attitude: willing to keep up with the development trend of technology and apply it to the curriculum adaptation and teaching design of students with disabilities. At last, the article proposes methods to improve the technological literacy of special education teachers and the directions for future research.