New Mobile Technologies in a Rural, Alternate School: A Case Study
Abstract
The purpose of this study was to explore the phenomenon of special education teachers and child and youth care workers’ (CYCWs) individual and collective experiences integrating new mobile (iPad) technologies into their daily practices in a rural, alternate educational setting in British Columbia, Canada. The research used an exploratory, holistic, single-case study framed by Rogers’ Diffusion of Innovation (DOI) theory. Data was collected using six procedures: open-ended technology and iPad technology questionnaires; semi-structured focus group interviews; semi-structured individual interviews; observations; reflective memos; and reflective journals. Preliminary exploratory analysis; inductive data analysis; constant comparative methods of analysis; descriptive tables; concept mapping; and thematic charting were the qualitative data analysis techniques used to develop a coding system, to draw out key themes, and to interpret the findings.
This study identified key factors influencing participants’ readiness to use iPads, current practices with these devices, conditions that enabled the use of iPads, and barriers to the use of these devices in alternate educational settings. The findings suggest that with ongoing, targeted professional development for educators that teaches them how to use technologies to support their teaching practices within their subject area, and regular opportunities and time to participate in collaborative conversations about technology integration, iPads could be integrated into classrooms in a sustainable way that enhances instruction and student learning. Additional research needs to address the gap between theory and practice, which suggests that teachers do not know how to effectively use iPads with students in ways that enhance students’ learning experiences and provide authentic, engaging learning activities.
Description
Keywords
Education--Special, Education--Technology
Citation
McKay, J. (2016). New Mobile Technologies in a Rural, Alternate School: A Case Study (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/27095