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Brief Introduction                   (To Update)

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Brief Introduction                   (To Update)

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October 2016

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SpeakPipe - receive voice messages from your audience directly on your website.

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SpeakPipe allows your customers, podcast listeners, blog readers and fans to send you voice messages (voicemail) right from a browser without any phone calls.

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November 2016

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SpeakPipe - receive voice messages from your audience directly on your website.

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SpeakPipe allows your customers, podcast listeners, blog readers and fans to send you voice messages (voicemail) right from a browser without any phone calls.

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1. What are special education teachers’ views and perceptions regarding new technology?

What are special education teachers’ baseline skill sets regarding new or existing technologies?

What measures will assist special education teachers to shift the paradigm of old mental models regarding technology?

What is the administration’s role in supporting special education teachers?

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Narrow Focus of Research Question

Determine the Qualitative Data/ Feedback from Education Staff

Determine Quantitative Data Measures

Gather Input/ Constructive Criticism from Faculty Stakeholders

Design Solid Rubric for Dissertation Writing

Continued Assessment and Evaluation of Dissertation

Finalize the Dissertation Process

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There is a significant amount of studies and research throughout the United States focusing on the great shifts school districts are making by investing in technology.  Shapeley, et. al, (2010) studied 21 high-needs Texas middle schools that received a total of $20 million in federal funds to immerse classrooms in technology.  The results found that only about one-fourth of the schools reached “substantial implementation".  From research found, teachers are hungry for new technology but need training or find that current instructional practices meet the needs of their students.  Current research does not hone in or focus on the special education classroom.  Given the myriad of responsibilities special education teachers are assigned the true purpose of the study will uncover results that are not prevalent to school leadership teams to determine equitable technology resources.

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Teacher Investment- Devoting, using, or giving of time, talent, emotional energy, etc., as for a purpose or to achieve something.

Mental Models- Conceptual frameworks consisting of generalizations and assumptions from which we understand the world and take action in it.

Educational Technologies- The study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.

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Special education teachers are tasked with many new integrations of technology in the classroom.  Special educators must be well versed on classroom computers, tablets, interactive whiteboards, mobile applications, assistive technology at a minimum. This minimum baseline of technological items are important as teachers must be prepared to assess individual’s classroom needs for accommodations and modifications to ensure access to the general education environment.  Given little research as to the impact of technology delivery and training models, I want to explore how are special education teachers invested in technology and explore their reactions and attitudes to emerging technologies. (Ludlow, 2001)

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The purpose of this study is to examine the perceptions of  special education teachers regarding the integration of new classroom technologies.  Analyzing the special education teachers’ reception or apprehension to these technologies will be important in measuring investment in incorporating this new technology with their students. A mixed methods research study will be completed to understand the experiences of teachers to assist school districts and administration account for successful technology integration processes in the future.

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Changing mental models in educational staff in regards to technology is no easy task.  The educational leader can often be unconfident or unknowledgeable in the technology themselves.  The challenges include: teachers’ perceptions, diverse learners’ needs, budget, parental investment, building compatibility and design, student investment and interest, professional development and consistent ownership and procurement.

(Chen & McPheeters, 2012)

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Manager of Specialized Instruction

District of Columbia Public Schools