Researchers (Kennedy & Deshler, 2010; Parette, et al., 2007b) state that students with Learning Disabilities (LDs) can learn most efficiently through use of the correct multimodal educational technologies with the correct delivery of content. These educational technologies and modes of delivery are developed to provide the multisensory experience to the student they serve. Teachers can use these technology devices to provide guided and independent learning opportunities to their students with LDs. However, K-12 schools face major challenges in funding and appointing the appropriate type of manpower needed so that technology infrastructures are supported in all necessary areas. Schools need talented individuals who are versed in both curriculum and pedagogy (e.g., instructional supports) and information technology (IT) to determine the best technologies and delivery systems, train teachers in the appropriate and differentiated use of these technologies and systems. These individuals are called Technology Coordinators (TC). As of 2015, there was no empirical research that has been done on the role of technology facilitation to teachers and students with LBLDs.
The purpose of this study is to define the dimensions related to the role of the TC that support served students who have been diagnosed with Language-Based Learning Differences (LBLDs). These dimensions were: 1) Teaching and Learning, 2) End-User Support, 3) Network Operations, 4) Administrative Computing, and 5) Budgeting and Planning. This study involved four TCs who work at schools that served students with LBLDs. Through a Multiple Case Study Design (Yin, 2003; Merriam, 2009) using questionnaire and interview data. Results were coded using holistic, elaborative, and selective coding schemes (Saldaña, 2013). Results showed various similarities and differences between the four equally successful, yet different models for how to use a TC to achieve solid results for students with LBLDs. Future research would comprise a more comprehensive study involving TCs, classroom teachers and students with LBLDs.
|Advisor:||Castleberry, Michael S.|
|Commitee:||Clegg, Tamara, Peng, Peng, Swayze, Susan, Tate, Patricia|
|School:||The George Washington University|
|School Location:||United States -- District of Columbia|
|Source:||DAI-A 77/04(E), Dissertation Abstracts International|
|Subjects:||Special education, Language, Educational technology|
|Keywords:||Assistive technologies, K-12 education, Language-based learning differences, Private schools, Special education, Technology coordinator|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be