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Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
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Improving Content and Technology Skills in ADD/ADHD via a Web-Enhanced Course

LuAnn Jordan

University of North Carolina at Charlotte

Sean Smith

University of Kansas

Ann S. Dillon

Gainesville, Florida

Bob Algozzine

University of North Carolina at Charlotte.

John Beattie

University of North Carolina at Charlotte.

Fred Spooner

University of North Carolina at Charlotte.

Ashlee L. Fisher

University of North Carolina at Charlotte.

Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder (ADD/ADHD) create concerns in public education and in teacher education programs. Because of continuous advances in technology, distance learning is a viable option for delivering coursework to preservice and inservice teacher education students challenged by geography, time constraints, professional responsibilities, family considerations, and similar obstacles. This study presents results of using Internet-based applications to enhance teacher preparation to better serve students with ADD/ADHD. Surveys addressing ADD/ADHD concepts and technology skills were administered to graduate students in a web-enhanced course. The focus of the course to the prepare general and special education teachers to learn to use higher-end technology while gaining important understanding in the growing area of ADD/ADHD. The data indicated that the online course was effective in helping students to feel more knowledgeable of ADD/ADHD concepts and skills; in addition, the students increased their efficacy in certain areas of technology.

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 27, No. 3, 231-239 (2004)
DOI: 10.1177/088840640402700303
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