Special Education Teachers' Experiences Integrating Mobile Devices in their Classroom

Special Education Teachers' Experiences Integrating Mobile Devices in their Classroom by Regina Malz MA, Walden University, 2008 BS, Saint Thomas Aquinas College, 2006 Proposal Submitted in Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy Richard R. Riley College of Education and Leadership PhD in Educational Technology Walden University January 2020 Abstract 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 21 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 conceptualThe 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 21 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 21 century workplace. Special Education Teachers' Experiences Integrating Mobile Devices in their Classroom by Regina Malz MA, Walden University, 2008 BS, Saint Thomas Aquinas College, 2006 Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Walden University January 2020 Dedication This research is dedicated to special educators who want to make a difference in their students’ lives. Integrating mobile tablets is an opportunity to lessen the academic, social, and motivational gaps between students with special needs and those without. Acknowledgments I would like to thank Dr. Russell for helping me throughout my research. During my time at Walden I had many different committee members, but Dr. Russell went above and beyond. She always answered my questions, gave sage advice, and helped to guide this research to what it is today.