THE USE OF EDUCATIONAL TECHNOLOGIES BY ADMINISTRATORS AND TEACHERS WORKING IN SPECIAL EDUCATION CENTERS IN THE AGE OF DIGITALIZING EDUCATION: EXAMINING THEIR ATTITUDES TOWARD EDUCATIONAL DIGITAL GAMES

Abstract

The digital transformation experienced in the twenty-first century has profoundly affected education systems and led to the restructuring of instructional processes. While educational technologies make learning environments more flexible, accessible, and personalized, this transformation becomes even more pronounced in the field of special education. In the context of special education where individual differences are intense educational digital games and technology-supported instructional practices stand out as important pedagogical tools that support the learning process. The aim of this study is to examine the attitudes of special education teachers and administrators toward educational digital games within the context of their use of educational technologies in the age of digitalizing education. In the study, teachers’ and administrators’ attitudes toward technology and digital games were addressed through a holistic approach, encompassing pedagogical and managerial dimensions. The results show that special education teachers and administrators generally have positive attitudes toward educational technologies and educational digital games. However, these attitudes appear to be related to factors such as pedagogical competence, professional experience, and the level of institutional support. It was concluded that educational digital games support the learning processes of individuals with special needs through features that increase motivation and provide repetition and feedback. In this respect, the study contributes to the literature by addressing technology use in special education not only through individual attitudes but also through pedagogical and managerial dimensions.

Keywords: Special education, educational technologies, educational digital games, teacher attitudes, administrator attitudes, digitalization.

Ethics and Conflict of Interest

The authors declare that ethical guidelines were followed throughout the research process. Participation was voluntary, informed consent was obtained from participants, confidentiality and anonymity were protected, and the collected data were used only for scientific purposes. The authors also declare that there is no conflict of interest regarding this study.

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