Preservice Teachers In Special Education: Using Edublogs For Transition Collaboration

Abstract

This was an exploratory study that examined the introduction and use of Edublogs as a collaborative communication tool in an undergraduate preservice special education course. Participants were enrolled in a course that addressed transition and the development of individualized transition education plans for students with disabilities. Pre-and-post surveys were given to determine participants' knowledge, feelings, and experiences with the use of Edublogs, as well as their attitudes before and after the introduction and use of Edublogs. Inferential and qualitative data analyses were used to analyze results. Using a 7-point Likert scale with multiple item pairs, results of pre-and post-survey ratings indicated that participants' attitudes were significantly different in five out of fifteen variable pairs. Post-survey comments on knowledge, thoughts, and experiences revealed overall positive themes about the use of this Web 2.0 technology for collaboration.