b'EXAMINING THE APPLICATIONS OF EDUCATIONAL TECHNOLOGIES IN TEACHING AND LEARNING PRACTICES IN DAS Chua Hui Min, Claudia, Isaac Low, Nur Insyirah BteAmran, Nur Nafisah Binte Muhamad AidilIntroductionThe Dyslexia Association of Singapore (DAS) provides services to support individuals with dyslexia and other learning needs. In their continuous support for these individuals, DAS have invested in educational technology (EduTech) as a complimentary teaching tool for lesson design and good classroom practice. EduTech refers to the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources (Molenda & Januszewski, 2008). Educational Therapists (ETs) face difficulties adopting EduTech due to 1) Organisational and work demands, 2) Pedagogical and professional capabilities, and 3) Individual beliefs about EdTech use. As such, the project aims to 1) understand how EduTech is being adopted by the ETs, and 2) examine its effect on learning and teaching. The study references the Technology Acceptance Model (TAM) which is an information technology framework for understanding how individuals adopt and use technology. The model was further expanded to cater to DAS context (see figure above). We will be categorizing ETs into their EduTech advocacy levels based on their Attitudes, Pedagogy and Behavioral factors, and examine its effects on the 6 dependent outcomes. MethodologyWe split data collection into 2 phases: Fact-finding (via interviews) and Quasi-experimental (via survey). Both phases were conducted virtually. All participants are ETs who are teaching subjects in DAS.Interviews: We crafted our questions based on the TAM. Thisinterview served to better understand how EduTech is currently being adopted and implemented in DAS classes. It also aids in the creation of our survey items. Once we crafted out the interview questions, we sought for interview participants and confirmed their interview details. The team conducted 8 interviews with the ETs and proceeded with transcribing (recording) their responses. From there, we analysed the responses (i.e., using a K-J analysis) and categorised them into common themes and topics. Survey: The interview responses were used to generate our survey variables (e.g., awareness and satisfaction with DAS initiatives, perceived teacher/teaching and student outcomes). The survey aims to help us evaluate the effectiveness of EduTech in teaching and learning outcomes. Our final survey consisted of items relating to the variables in the TAM model and our interview insights. The process included crafting the survey and disseminating it to DAS via e-mail for recruitment. Currently, we are in the process of waiting for the results. The survey results will help us categorise ETs into three levels of EduTech advocacy (Low, Medium, High). 7TH PSYCHOLOGY STUDIES 7STUDENT CONFERENCE 2021'