Date of Conferral
The problem for this study is the increasing number of students identified as special need learners in U.S. schools and the critical need to prepare them for success in the 21st century workplace. The purpose of this study was to examine the experiences of special education teachers while they integrate mobile tablets into the classroom. The conceptual framework was based on constructivism, andragogy, experiential learning models and Roger’s diffusion of innovation. The research questions focused on understanding the experiences of special education teachers during their implementation of mobile tablets. This study was a qualitative multiple case study involving the interview special education teachers before and after lessons during which they integrated mobile devices into their classroom. These interviews and curriculum artifacts were analyzed using thematic inductive analysis. Results identified that all the teachers were generally in favor of integrating mobile tablets and believed they were integrating them successfully. However, the teachers who believed in their personal ability to utilize mobile devices in their classrooms were able to navigate multiple issues and integrate them more effectively. The level of integration was also influenced by the usability, functionality and accessibility of the technologies. Additionally, all teachers related their ability to integrate technology successfully with the type and quality of professional development they received. Understanding how special education teachers successfully integrate innovative technologies has the potential to support special needs learners for their future success in the 21st century workplace.
Malz, Regina, "Special Education Teachers' Experiences Integrating Mobile Devices in their Classroom" (2020). Walden Dissertations and Doctoral Studies. 7695.