Tech-PACK Needs and Challenges in Special Education By Justin Koontz

Tech-PACK Needs and Challenges in Special Education

Introduction

As any educator employed within a special education environment will tell you, one must take a specifically unique and overtly sensitive approach when choosing the most appropriate strategies and methodologies to utilize within the special education classroom.  This mandatory, specialized approach is significantly important when thinking about the areas of content knowledge, pedagogical knowledge, and technology usage when teaching in a special education classroom environment.  Such concepts can be examined within the Tech-PACK framework, which is a “framework that identifies a combination of essential skills/knowledge in three areas (content, pedagogy, and technology) that are required if teachers are to integrate technology to greatest effect in their teaching” (Roblyer & Doering, 2013, pg. 426).  This Tech-PACK framework is an excellent platform for educators to employ when structuring a strategic and methodological approach; however, one must think about the needs and challenges relative to content knowledge, pedagogical knowledge, and technology usage and how they directly apply to his or her learning environment.

Special Education - Content Knowledge – Needs & Challenges

All teachers must be highly qualified and proficient within their specialized content areas, but this principal is arguably most critically important with thinking of special education, due to the sensitive needs and differentiation that the environment commands.  Special education professionals must have adequate knowledge relative to the specific content standards of what they are teaching.  To do this, special education professionals can look in several directions and utilize myriad resources, such as attending professional development seminars, to content relative conferences.  (Roblyer & Doering, 2013).   Teachers within the special education environment face the challenges of staying vitally up-to-date relative to current standards models and requirements and the policies and laws that apply to special needs student learners on state and national levels (Roblyer & Doering, 2013).   It is absolutely mandatory for all special education professions to be exceedingly well versed and up-to-date, encompassing a deep understanding of their content knowledge and what, specifically, is required on their behalf.

Special Education - Pedagogical Knowledge – Needs & Challenges

When thinking of the various potential challenges that affect special education teachers, one cannot omit the umbrella-concept of pedagogy and pedagogical proficiency.  All teachers face challenges regarding pedagogy when teaching in a live, sometimes fast-paced student learning environment, but the special education arena offers unique needs and challenges, alternative to those incorporated in a non-specialized learning environment.  Teachers of students with special needs must not only be well-versed and informed based on differential circumstances that students with different disabilities face, but must be able to functionally serve the education needs of this significantly differentiated student learning environment.

Within a special education classroom, several students of with varying disabilities are likely to be present. Special education professionals need to be able to develop and employ pedagogical strategies to meet the varying needs of their students (Roblyer & Doering, 2013).   Relative to the Tech-PACK framework, the variable of pedagogical knowledge also incorporates elements of content and technology as well.  What this means, is that “even when a teacher is aware of all the latest technologies, public laws, caseloads, and content, they still need to know the correct pedagogy to be used within the classroom” (Roblyer & Doering, 2013, pg. 413).   Special education teachers must implement a sound balance and structure of content and technology usage within their pedagogy to effectively teach for understanding and fulfill the needs of the student learning audience in its entirety.

Special Education - Technology Knowledge – Needs & Challenges

Akin to the initial two brackets, or variables within the Tech-PACK framework, the utilization of technology within the special education classroom environment is of peak importance.  Technology and tech resources can significantly aid in delivering content and must be incorporated within the pedagogical approach of special education professionals (Roblyer & Doering, 2013).  Given this understanding, employing technology within the special education environment is without challenge and the needs of the student audience must be understood.

Challenges presented relative to technology within the special education environment are primarily based in the fact that there are myriad technology-based resources for educators, thus, choosing the most appropriate resource can be difficult.  For example, “one of the struggles with technological knowledge is that there are so many technologies that teachers need to be constantly aware of as options” (Roblyer & Doering, 2013, pg. 413).   Special education professionals need to use web platforms and resources that allow for the best possible practice to effectively deliver optimally appropriate instruction.  Teachers must possess the tech-relative education and capability to facilitate student learning, allowing students to effectively learn from and with that technology (Roblyer & Doering, 2013).     Special education professionals must use this assistive technology within their teaching strategy and methodology to provide effective concept delivery and conveyance.

Strategies for Tech-PACK Improvement

Regardless of individual skill-set or proficiency, all teachers can and should work to optimize their Tech-PACK capability and functional potential.  To achieve optimal proficiency, a theoretical overlap of understanding must occur relative to the three (3) elements of the Tech-PACK framework: content knowledge, pedagogical knowledge, and technology usage. The above referenced model effectively illustrates precisely how the conceptual perspective works. All teachers should strive to assimilate this concept within their strategic and methodological portfolio.

It is critically important for all special education professionals to take an introspective look and answer the below referenced questions:

1. Do you have adequate familiarity relative to all three variables within the Tech-PACK framework?
2. Regardless of your proficiency, how can YOU optimize your action-based knowledge in terms of the Tech-PACK framework?