Exploring Changes in Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK) and TPACK of Pre-service, Special Education T eachers T aking T echnology-based Pedagogical Course. Aleksandra Kaplon-Schilis CUNY, The Graduate Center United States akaplon_schilis@gradcenter.cuny.edu Irina Lyublinskaya CUNY, College of Staten Island United States irina.lyublinskaya@csi.cuny.edu Abstract: This paper presents the preliminary findings of a study conducted with pre-service special education elementary teachers taking the graduate level course Integrating Technology in Mathematics and Science Instruction in Special Education and Inclusive Classrooms in a New York City public college. The purpose of this exploratory study was to analyze a) whether the TPACK-based course affects basic domains of pre-service special education elementary teachers' knowledge: TK - technological knowledge, PK - pedagogical knowledge, and CK - content knowledge in Math and Science, and b) how does the course affect teachers' Technological Pedagogical and Content Knowledge (TPACK). A single group pre- post-test design was used to answer the research questions. The paired sample t-test indicated preliminary findings show significant gain in teachers' TPACK, however, there were no significant changes in PK, TK, and CK. These results suggest that the basic domains of the TPACK framework are independent of TPACK domains. Introduction/Statement of the Problem Instructional technology, when used appropriately and strategically can provide access to learning for all students. The Individuals with Disabilities Education Act (2004) advocated improvements in the use of technology and universal design for students with disabilities. The 2011 National Assessment of Educational Progress (NAEP) presented the data of the Math Performance Scores in the U.S. Although only 18% of grade 4, and 28% of grade 8 students scored below the basic level, the numbers for students with disabilities (45% - 4th grade, 65% -8th grade are below basic math level) and students learning English language (42% - 4th grade, 72% - 8th grade) showed more disparities. One way to decrease the gap between the regular learners and students with special learning needs is to address the various cognitive strengths and needs of all students (Luster, 2008). Special education students have similar learning needs (reading, writing, etc.) Additionally they have different special needs in terms of their disabilities. Teachers must consider the needs of diverse learners and be equipped to support their learning difficulties by taking advantage of technology. Students with special needs usually struggle with problem solving, especially in identifying and selecting appropriate strategies, organizing information, monitoring problem-solving processes, and generalizing strategies to new situations. Very often, students with special needs receive more direct instruction practices without opportunities to extend critical-thinking level. However research shows that these students can develop mathematical understandings beyond simple rote repetition of algorithms and procedures (Niess, 2008). The virtual manipulatives, and interactive activities with guiding questions and kid-friendly instructions and vocabulary can help overcome some of these limitations. Using technology in the classroom (mobile technologies, computers, educational software, games etc.) can support learning skills including language, mathematics, science, environmental awareness, autonomy and social skills for students with special learning needs (Fernandez - Lopez et al., 2013). Therefore, it is extremely important that technology is used in the classroom to enhance learning and to prepare students for 21st century skills, but many teachers do not find specific technology skills they have learned in pre- service teacher education programs meaningful or relevant to their teaching practices (Ottebreit-Leftwich et al., 2012; Nelson, Palonsky & McCarthy, 2000). Current pre-service teachers did not have prior experience of content -3296- SITE 2015 - Las Vegas , NV , United States , March 1 - 6 , 2015