New Mobile Technologies in a Rural, Alternate School: A Case Study

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.

Name thesis:degree_name

Doctor of Education (EdD)

Discipline thesis:degree_discipline

Educational Research

Grantor dc:publisher.institution

Graduate Studies

Year dc:date.issued

2016

Author dc:creator

• McKay, Jennifer

Advisor dc:contributor.advisor

• Lock, Jennifer

Committee members dc:contributor.committeemember

• Parchoma, Gale
• Friesen, Sharon
• Lock, Jennifer

• Education--Special
• Education--Technology

Statement dc:rights

• University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.

Language dc:language.iso

eng

DOI

http://dx.doi.org/10.11575/PRISM/27095

OAI identifier oai:identifier

oai:ucalgary.scholaris.ca:11023/2903