The Reintegration of Technology as a Function of Curriculum Reform: Cases of Two Teachers. (June 2014)

• Record Type: Journal Article
• Authors: Staples, Amy; Edmister, Evette
• Is Part Of: Research and practice for persons with severe disabilities. Volume 39:Number 2(2014)
• Page Start: 136
• Page End: 153
• Publication Date: 2014-06
• Subjects: technology -- assistive technology -- literacy -- severe disabilities -- collaboration -- curriculum; People with disabilities -- Periodicals; Developmentally disabled -- Periodicals; People with mental disabilities -- Periodicals; 305.908
• DOI: 10.1177/1540796914544549
• Languages: English
• ISSNs: 1540-7969

Abstract

The study utilized a case study approach to investigate the change in technology use of two teachers of elementary-aged students with moderate to severe disabilities during the first year of a multi-year professional development and research project. Participants in a larger multi-year professional development and research project focused on increasing educators' capacity to provide comprehensive literacy instruction to their students; these teachers self-identified as interested in technology as a support for their students' participation during instruction. Data sources included field notes and logs, interviews, classroom observations, photographs and video of instruction, and document review. The teachers made substantive changes in their literacy instruction as well as the technology tools they used to engage students instructionally. Two themes emerged from the data as influencers of technology integration: (a) the evolving nature of curriculum reform and (b) ongoing interdisciplinary collaboration. Implications for professional development and future research are shared.