General Education Teachers’ Perceptions on Using iPads and Chromebooks to Support Students With Disabilities in Inclusive Classrooms: A Qualitative Exploratory Case Study

dc.contributor.authorMukthipudi, Supreethi
dc.date.accessioned2024-10-07T18:26:28Z
dc.date.available2024-10-07T18:26:28Z
dc.date.issued2024-10-05
dc.description.abstractThe study explores teachers' perceptions of utilizing iPads and Chromebooks to serve students with disabilities in K–12 inclusion classrooms. Students with disabilities spend their school day alongside non-disabled classmates in general education classrooms. The problem is K–12 teachers lack personal competency in providing education using technology. The purpose of the qualitative exploratory case study was to explore the factors influencing teachers' perceptions toward adopting iPads and Chromebooks as assistive technology in inclusive classrooms for students with disabilities in South Carolina. Teachers' participation in digital learning and evaluation may be hampered by a lack of individual competency, technical expertise, negative acceptance toward technology, challenges in incorporating lessons with technology, and an absence of motivation. Bandura’s self-efficacy theory and technological pedagogical content knowledge (TPACK) provided the theoretical framework for this study. Three research questions were used to explore general education teachers ’experiences when using iPads and Chromebooks to support students with disabilities in inclusive classrooms, the challenges they have experienced, and how they have addressed those challenges. Purposeful sampling included 17 South Carolina K–12 general education teachers who served in inclusive classrooms and responded to a Facebook recruitment post for the study. Open-ended questionnaires and interviews were used to gather data. Multi-source triangulation promoted the study’s trustworthiness. Data were analyzed using six-step thematic analysis model. Findings related to the critical role of teachers as facilitators and decision-makers of mobile device implementation and the need for administrative and professional development support.en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12520/309
dc.language.isoen_US
dc.subject.lcshQualitative researchen_US
dc.subject.lcshEducational technologyen_US
dc.subject.lcshStudents with disabilities—South Carolinaen_US
dc.titleGeneral Education Teachers’ Perceptions on Using iPads and Chromebooks to Support Students With Disabilities in Inclusive Classrooms: A Qualitative Exploratory Case Study
dc.typeOther

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