Doctor of Philosophy (PhD), Ohio University, 2022, Curriculum and Instruction (Education)

This dissertation explored the systemic factors influencing learners' technology outcomes in a teacher preparation program, specifically addressing technology fluency and the ability to integrate technology into instruction. Using a combination of grounded theory and qualitative program evaluation, this study identified the scope, contexts, and systems of influence and control that have an impact on technology skills development for teacher candidates. Using backward design, this study mapped the learning experiences of teacher candidates, identifying key contributors of technology skills development within the program. Using this analysis, a conceptual framework outlining the flow of systemic influences was created, and a data collection tool was developed to quantify the technology fluency and disposition of program faculty. These tools can be used to identify and evaluate a teacher preparation program's technology outcomes, and evaluate the technology abilities of program staff. Through qualitative interviews, this tool was used to identify the overall temperament toward technology within the program and identify areas in which improvements could be made. Recommendations were made for the specific program in the final chapter.

Doctor of Education (Ed.D.), Bowling Green State University, 2022, Leadership Studies

The purpose of this qualitative, phenomenological study was to explore how and to what extent teacher educators evaluate, align, and demonstrate technology within teacher preparation programs. The literature revealed the need for teacher educators to follow frameworks, taxonomies, and standards containing technological, pedagogical, and content knowledge utilized appropriately within various contexts. In addition, teacher preparation program leadership can provide relevant and purposively professional learning as well as the support needed for teacher educators when the TPP leadership possesses a basic understanding of adult learning. Using Teacher Educator Technology Competency #1, ten teacher educators were interviewed regarding their experiences utilizing technology within their teacher preparation program. The findings revealed teacher educators, whose technological knowledge, skills, and attitudes varied, utilized a variety of paths in the evaluation, alignment, and demonstration of technology. When their knowledge and skills were put to the test during the COVID-19 pandemic, most teacher educators transitioned smoothly to the various formats required by the pandemic and have also seen the “blessings in disguise” from this global challenge. Leadership varies among the institutions represented in the study, particularly in the area of technology integration. Many teacher educators have stepped up to the plate and provided the needed leadership in technology integration. This study has implications for policy and practice in the realms of teacher educator technology competencies, technology infusion throughout teacher preparation programs, professional learning, and leadership.

Doctor of Philosophy (PhD), Ohio University, 2009, Curriculum and Instruction Instructional Technology (Education)

The use of technology in education is one of the major trends in educational reforms all over the world. Integrating technology into the learning and teaching processes is widely perceived as a great assert in those reforms. However, the implementation process of technology integration has been surrounded by skepticism concerning its effectiveness. Challenges to and gaps in technology integration have been identified and discussed by scholars based on different contexts. In the context of higher education in developing countries, despite notable progress, many challenges loom concerning the use of technology.The purpose of the study was to investigate and evaluate the nature of technology implementation at the University of Dar-es-Salaam in Tanzania. The study examined the classroom practices and what surrounded the learning and teaching processes using technology from the perspective of teachers and students. It also evaluated the use of technology at the University based on four of Ely‚s eight conditions for adoption of innovations and ACOT‚s stages of development of technology integration. Two research strategies were used: Interviews and document analysis. Twenty-four students, ten faculty members, one head of a department, and one faculty dean were interviewed. They were selected from the Faculty of Science and Faculty of Education. The findings revealed that although there were significant efforts and positive attitudes toward the use of computers in learning and teaching, the process of technology integration at the university faced impediments that affected its effectiveness. The impediments included lack of enough computers, absence of sound computer knowledge and skills of teachers and students so as to effectively integrate technology into learning and teaching, absence of adequate and effective teachers‚ professional development programs on technology, and lack of effective technology planning and technology plans. The result of this study indicated that (open full item for complete abstract)

Doctor of Philosophy in Urban Education, Cleveland State University, 2009, College of Education and Human Services

This study investigated relationships of 42 faculty and administrators'perceptions in the evaluation of educational technology in an Ohio K-12 urban school district using demographics and two national evaluation standards. The standards used were the National Center for Education Statistics (NCES) and Joint Committee Standards for Educational Evaluation (JCSEE). This study presented analysis of quantitative survey data to establish standards awareness and determine significant relationships between perceptions, demographic characteristics and standards in evaluating educational technology. The findings suggest higher levels of awareness and significant relationships for NCES standards over JCSEE standards. Statistically significant, relatively low relationships exist between perceptions of educational technology and demographics analyzed along NCES and JCSEE standards. Interesting statistically significant results were seen between individual responses on survey items for NCES and JCSEE standards towards implementation or evaluation of educational technology. Analysis of research questions are followed by links to existing research and implications for practice including use of more accurate definitions and better measurement of standards, and strengthening practitioners' perceptions of educational technology policy and evaluation using multiple demographics.

Master of Science (M.S.), Xavier University, 2020, Psychology

The current study investigated the relationship between technology readiness (TR; Parasuraman, 2000) and job satisfaction. Participants were recruited via MTurk and assessed on their TR and job satisfaction. The final sample consisted of 93 participants. Findings indicated that overall TR, as well as combined TR drivers, were positively correlated with overall job satisfaction. The TR driver optimism was positively correlated to ability utilization, as well as independence. The TR driver innovativeness was positively correlated with creativity. Combined TR inhibitors were not significantly related to overall job satisfaction, nor were the individual TR inhibitor facets significantly related to the chosen job satisfaction facets. These findings suggest that TR may play a significant role in employee job satisfaction in the modern workplace, and that TR driver facets may hold a more significant role in this relationship.

Doctor of Education, University of Akron, 2015, Secondary Education

The purpose of this case study was to examine student technology choices when given the freedom to choose technology devices to complete a project-based learning activity in a content area of study. The study also analyzed factors affecting technology choice as well as how technology proficiency scores aligned to technology choices. Patterns and themes were identified during data analysis. Three research questions guided this study are: 1) When given a choice, what technologies do students use to accomplish a Project-based Learning mission? 2) Why does a student choose certain technologies to accomplish a Project-based Learning mission? 3) How do students' technology choices during a Project-based Learning mission align with their Atomic Learning's © Technology Skills Student Assessment scores? Data analysis of the first question indicated that for hardware choice, students overwhelmingly chose laptops to complete a project-based mission with smart phones coming in second to complete or enhance the mission. In my results section for software choice, all students chose some sort of cloud-based technology: Google Slides, Prezi, a blog, Twitter, and Google Sites. Data analysis of the second question concluded that both internal and external factors affected student technology choices. Students chose the software choice first to accomplish their project and then chose the hardware tool to work best with the software. Hardware was seen as the needed device to make the cloud based software work as best as possible. Data analysis of my final and third question indicated that self-efficacy and previous experiences are crucial components for secondary level students when choosing and using technology. Technology proficiency scores aligned to student technology choices.

EdD, University of Cincinnati, 2001, Education : Curriculum and Instruction

This was a case study that focused on the teacher of one instructional technology class; the class itself, the students and their perceptions of preparedness to meet the ISTE Standards for teachers and technology. Both quantitative and qualitative data were collected. This research study provided insights into the curriculum design and instructional techniques needed to help preservice teachers gain the skills and knowledge to use computers as instructional tools. The theoretical foundation of this research study was based on literature related to standards; teacher education and instructional technology, and the theory of constructivist learning. The results of this study indicated that: 1) The instructional technology class played a critical role in preparing these preservice teachers to meet the ISTE Standards. All of the standards were covered, but not in the same depth; 2) The students' perceptions of their preparedness to implement the standards did increase; 3) The students rated themselves higher in their preparedness to meet those standards the professor emphasized in class (Standards, I, II, III); 4) The use of selectivity in standards, teachable moments; threaded discussions, asking critical thinking questions about computer technology and classroom use; modeling techniques, and hands-on opportunities for students to work with the technology, helped them become better prepared to meet the ISTE Standards; and 5) The professor's pedagogy of direct instruction and focus on constructivist learning activities combined with a variety of instructional techniques assisted students in developing skills and knowledge to use instructional technology effectively in the classrooms.

Doctor of Philosophy (PhD), Ohio University, 2022, Instructional Technology (Education)

Using the TESOL Technology Standards for Language Teachers as a framework and following the After Action Review method, this research adopted an explanatory sequential mixed methods design to (a) investigate language teachers' knowledge and skills to integrate technology into instruction in the initial quantitative study (first phase), (b) explore recommendations for developing the knowledge and skills necessary to integrate technology into instruction in the follow-up qualitative study (second phase), and (c) examine the validity/appropriateness of the TESOL Technology Standards for Language Teachers through the mixed results analyses (third phase). The findings of the quantitative phase reveal that participating teachers performed at different levels among the foundational knowledge and skills in technology (Goal 1), the pedagogical knowledge and skills with technology (Goal 2), the knowledge and skills to apply technology in record-keeping, feedback, and assessment (Goal 3), and the use of technology to improve communication, collaboration, and efficiency (Goal 4). The findings of the quantitative study also show that there are correlational relationships between the four goals. The qualitative results in the second phase indicate that interview participants in Group Experienced and Group Novice could provide recommendations and articulate types of support needed at different levels, and both groups need support to improve their technology integration knowledge and skills in instruction. Finally, the mixed results, through the joint displays of the qualitative results and the quantitative results, reveal that the TESOL Technology Standards for Language Teachers remain applicable and helpful to teachers in current educational contexts. However, the findings indicate that due to evolving technology and issues emerging over the decade, further updates for performance indicators are needed. The findings include recommendations for potential updates. This research is (open full item for complete abstract)

Doctor of Management, Case Western Reserve University, 2010, Weatherhead School of Management

Technology diffusion research has largely centered on the study of the diffusion of common technological innovations that intersect human activity in business processes (e.g. web-based e-commerce, spreadsheets, ERP systems). There has been less research into the diffusion of specialized technologies in high-risk environments where the potentially highly negative but low probability consequences of adopting the technology can affect the adoption decision and outcomes. Such technologies are typically employed by highly trained individuals, such as surgeons, whose work are enhanced and transformed by the use of technology. Computer assisted surgery (CAS) exemplifies this technology diffusion arena: surgeons must exhibit a high level of trust in such technology, while the risks associated with the use of the technology may be perceived as high though low in probability. Computer assisted surgery, an example of clinically oriented high trust high risk technology, has experienced slow adoption by orthopedic surgeons. We surveyed individual orthopedic surgeons, both in a qualitative study and quantitative study. This inquiry offers three contributions. First, we defined the role that risk and trust plays in the acceptance decision. Second our study links the diffusion decision of the system to the perceived assigned usefulness of the characteristics of the artifacts that make up the system. Third, we extend prior research on technology diffusion to a class of technologies in which trust and high-level risk may play a pivotal influence in the final adoption decision.

Doctor of Education (Educational Leadership), Youngstown State University, 2019, Department of Teacher Education and Leadership Studies

PreK-12 technology leaders are the men and women in senior-level school technology leadership positions. The role of the PreK-12 education technology leader is complex and serves as the centerpiece of school technology leadership. The purpose of this Q methodology study was to examine and emphasize the importance of PreK-12 technology leader perspectives of Bring Your Own Device (BYOD) programs. The unique mix of data gathered in this study provides the information needed to answer the research questions posed; What are the benefits of BYOD from the PreK-12 technology leaders perspective and what are the drawbacks? The findings conclude that BYOD is seen as less of a pedagogical approach and more as a technical one that grants access to the school network and online resources. Technology's role in pedagogy is reflected in the benefits identified by participant viewpoints. The current study found that technology is viewed as improving collaboration, differentiation, and assessment methods. BYOD is seen as having many drawbacks like creating problems when students forget to charge their device, providing increased opportunities for hacking, creating excessive bandwidth usage, not providing a cost savings, exacerbating equitable access concerns, and not improving school-to-home communications. The current study indicates that some participants do not see BYOD itself providing benefits to teaching; they view technology in all its forms as being beneficial to instruction. This distinction is important because it provides evidence of a tarnished view of BYOD. Globally, participant views indicate that 1-to-1 technology programs are the preferred method of getting technology into the hands of students.

Doctor of Education (Educational Leadership), Youngstown State University, 2018, Department of Teacher Education and Leadership Studies

The purpose of this study is to measure factors that may lead to adaptations by teachers in their instructional practices as they relate to technology integration in a 1:1 laptop environment in a Western Pennsylvania school district. Much has been done around the concept of technology integration in schools and the impact or lack of impact on student achievement. Most of the literature on technology use in schools centers around availability and access to technology in the classroom setting. This study looks at the actual integration of technology through instructional delivery in the classroom. Teacher perceptions with regard to their own instructional practices were gathered using the Technological Pedagogical Content Knowledge (TPACK) Framework and measured next to classroom observational practices as gathered by building administrators throughout the school year. If teacher perceptions using TPACK correlate with instructional technology delivery as measured by classroom observation using SAMR and the Charlotte Danielson Framework, then districts may be able to ensure their investment in technology by focusing on factors that increase likelihood of actual use in the classroom. Participants in this study reported above average comfort with regard to technology as related to technology knowledge and technology pedagogy knowledge which may be attributed to the time and investment in teaching staff by the district through ongoing professional development activities. In addition, teachers were observed implementing technology in their classrooms, in some cases at a higher level of implementation on the SAMR scale, as observed through walkthrough observations. Finally, the district in this study saw tremendous gains by first time test takers on state the mandated standardized test since the inception of the 1:1 initiative which might be attributed to the above mentioned professional development activities focused on technology, technology content creation, and (open full item for complete abstract)

Doctor of Philosophy (PhD), Ohio University, 2007, Computer Education and Technology (Education)

This study was designed to investigate the relationship of teacher education faculty members' attitudes and their perceptions of technology professional development needs with faculty technology use for teaching and learning in two Ghanaian tertiary teacher education institutions. The study was based on Rogers' (1995) Diffusion of Innovations (DoI) theory, the Concerns Based Adoption Model (CBAM) of Hall and Hord (1987), and Ely's (1999) conditions for educational technology innovations as theoretical frameworks. The study used survey methodology supplemented by interviews. The quantitative data were analyzed using multiple regression. Participants in the study were 132 faculty members of the University of Education, Winneba and the Faculty of Education of the University of Cape Coast, both Ghanaian teacher education institutions. The faculty technology survey consisted of 65 items factored into five factors. The results showed that: (i) faculty perceptions of the effects of technology use on pedagogy and students' learning, (ii) faculty perceptions of barriers and challenges to the adoption and use of technology for teaching and learning, and (iii) faculty motivation for adoption of instructional technology made unique significant contributions to explaining faculty use of technology for teaching and learning. According to the interviews and responses to an open-ended question on the survey, this study also found that the contextual conditions that facilitate educational technology innovations were not met in the two participating universities. The majority (55.7%) of participants were at the non-adopter stages of technology adoption, based on the CBAM stages of adoption survey. The study offered faculty members an opportunity to voice their concerns and views concerning their institutions' technology integration programs. The findings could inform university management about technology decisions to promote the use of instructional technology among faculty members. (open full item for complete abstract)

Doctor of Philosophy, University of Akron, 2011, Secondary Education

The purpose of this study is to investigate the views of engineering/engineering technology (E-ET) educators on the use of educational technology in E-ET courses. In this study, views of the use of educational technology were investigated using Q Methodology. William Stephenson developed Q Methodology as a means of measuring subjectivity (Brown 1980, 1993; McKeown & Thomas, 1988). Students' views on the use of educational technology in science and engineering technology courses have been investigated using Q Methodology (Kraft 2008; Nicholas, 2009, 2010a, 2010b) but very little research has been done on the views of E-ET educators' views on the subject. The participants of this study were from a mid-sized Midwestern university that houses both engineering and/or engineering technology programs. This study aimed to elicit the views of E-ET educators on the use of educational technology in E-ET courses. A pilot study was conducted during the spring 2010 semester on the use of classroom technology in E-ET coursed by the researcher. This study replicated and improved upon the pilot study based on the results of and the post-sort interviews conducted at the conclusion of the pilot study to determine if these three factors or views will replicate and/or new factors or views emerge. The study resulted in three factors or views on the use of classroom technology in E-ET courses that were based in the pedagogy of the participants. These findings should assist those interested in discovering and implementing the best use of educational technology in E-ET education.

Doctor of Business Administration (D.B.A.), Franklin University, 2021, Business Administration

Industries worldwide have adopted Artificial Intelligence's (AI) Machine Learning (ML) cognitive business functions to gain performance, productivity, competitive advantage, and economic prosperity. World Economic Forum (2020) reported that ML is on top of technology adoption. In the light of ML redefining management functions, not much is known about the management students' ML technology adoption rates. Hence, this study was aimed to investigate the management students' technology readiness and ML technology adoption in their future managerial jobs using the Technology Readiness and Acceptance Model (TRAM). Using a non-experimental, quantitative approach, data were collected from the university management students using the Technology Readiness Index (TRI 2.0) and Technology Acceptance Model (TAM) instruments. Correlational statistical analysis performed on the online survey data revealed that management students' ML technology adoption in their future managerial jobs is positively influenced by technology readiness (TR), perceived ease of use (PEOU), and perceived usefulness (PU). The model has shown the adoption path as TRI → PEOU → PU → TA, with PU as the single strongest predictor (β=0.797). When it comes to TR and TA, students are generally categorized as laggards; therefore, by using the right mix of TRAM variables, there is a potential to increase the ML adoption propensity amongst future managers, especially in the wake of ML cognitive applications redrawing managerial functions. Ultimately, the study will contribute to the TRAM body of knowledge and propel ML technology adoption.

Master of Education (MEd), Bowling Green State University, 2019, Learning Design

The purpose of this study was to examine faculty use of learner analytics technology in higher education from an instructional design perspective. This study identified the source of resistance to the use of such technology by faculty in higher education and deployed an instructional design training program increasing use by that population. There were three major steps in this study. First, the researcher needed to identify if barriers to adoption exist. To do so, the researcher created and distributed the SSC Faculty Mentor Survey to faculty who work as mentors and advisors to undergraduate students. The researcher utilized Qualtrics to create and deliver the survey electronically to faculty via their institutional email. The researcher then reviewed and analyzed the data to identify barriers to adoption and develop an instructional design training program to remove barriers and increase adoption. The second step in the study was to deliver training to faculty. During this step, the researcher relied upon the Theory of Andragogy and the Technology Acceptance Model to develop the training materials and delivery method. Upon completion of the training program, the researcher distributed the Training Evaluation to participants, which gathered data predicting their behavioral response to training and measuring intention to use learner analytics technology. In the final stage of the study, the researcher created and distributed the SSC Follow Up survey, via Qualtrics, to faculty who completed training. Data gathered through the survey measured actual use of the technology as a result of receiving training. Data gathered throughout each phase of the research study indicated a positive correlation between faculty participation in training and an increase in adoption rates.

Doctor of Philosophy (PhD), Ohio University, 2019, Instructional Technology (Education)

The aim of mobile learning (M-learning) is to overcome traditional constrictions of education such as the place and the time at which learning occurs. M-learning has been investigated in many areas; however, the impact of M-learning on graduate international students and their experiences have not yet been investigated. The research aims to answer the following questions: 1) What are the international students' perceptions of M-learning in Instructional Technology program; 2) What are the international students perceived benefits and challenges of M-learning while using this method in their courses; and 3) How do participants describe their use of M-learning? To answer these questions, a modified version of the UTAUT2 model was used to analyze interview data from eight international student participants who at the time of the study were enrolled in a post-graduate instructional technology (IT) program. The UTAUT2 model was used to analyze adoption rate and usage M-learning among specific populations by investigating how performance expectancy (PE), effort expectancy (EE), and social influence (SI) determine behavioral intention (BI) to integrate. Data from the interviews were analyzed by using thematic analysis to identify relationships and patterns. The researcher developed narrative stories for each of the interviews to discover the overarching ideas. Identifying the key themes led to discovery of relationships, patterns and ideas to answer the research questions and to add to wider discussion on M-learning in the international student community in the United States. Findings suggest that M-learning may help increase learning productivity and academic gains. M-learning is convenient due to accessibility and usability and is becoming more ubiquitous in the informal learning setting. Participants indicated that they are likely to implement a hybrid model of face-to-face and M-learning techniques and tools in their teaching practice because it helps increase interact (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2018, Educational Studies

With the rapid increase in medical knowledge, the ability to use “point of care” information, and the expectation of transparency in working with patients, practitioners are increasingly compelled to use electronic continuing medical education (eCME). However, despite being less effective, pre-digital practitioners often prefer direct contact with faculty lecturers and taking notes on handouts for formal continuing medical education (CME). As the use of technology for learning inevitably evolves, understanding the process of how professionals adopt it for learning will remain meaningful. The research addressed this issue: How have pre-digital physician assistants continued their professional learning in a digital world? Using a lens of the technology acceptance model and its later iterations as theoretical grounding, qualitative interviews were conducted with a bounded group of nineteen physician assistants who graduated from the same training program from 1979 to 1984 using voice over Internet protocol. The understanding of how pre-digital professionals continue their learning in a digital world can be broken into three themes: (a) individuals who demonstrate a willingness to change adapt their learning practices as technology evolves, (b) motivated learners gravitate toward environments that are rich in devices, programs, and people who encourage their continued use of digitally mediated education, and (c) external requirements from medical professional, governmental, and commercial organizations have rendered the use of technology as mandatory to retrieve authoritative information. The implications of this study were to help individual practitioners and employers more effectively integrate technology into professional learning practices and potentially to influence policy decisions regarding continuing education requirements – both for testing and training and to improve patient care.

PHD, Kent State University, 2018, College of Business and Entrepreneurship, Ambassador Crawford / Department of Management and Information Systems

The ubiquity of information, in part a consequence of the fast growth of Internet technologies, provides individuals with previously unknown opportunities to acquire and share information about new technology products. One may witness numerous situations where potential adopters observe the decisions (but not the reasoning) of others, and imitate their system usage behaviors. This implies that herd behavior can lead to en mass adoption and subsequent abandonment patterns. Adopting a herding lens, this dissertation investigates individuals' technology adoption and post-adoption behaviors. Drawing on the rich extant literature on technology adoption, post-adoption usage, and technology exploration, and integrating it with other relevant research streams, I aim to shed light on understudied determinants of individual decision-making regarding technological artifacts in highly uncertain environments. Each of the three essays concentrates on investigating different technology-related phenomena, i.e., adoption, usage, and exploration of technology by individuals through the lens of herd theory. My research follows the three-manuscript model. In the first essay, which focuses on the adoption phase, I look at user and technology characteristics and their interaction with the antecedents of herd behavior, observed popularity of prior adoption and perceived uncertainty. In the second essay, I extend my focus to the post-adoptive context and study the impact of the herd effect on how a user's task-technology-fit perceptions evolve over time. I also investigate factors influencing en mass abandonment in herd-like adoption conditions. In the third essay, which focuses on a specific explorative technology usage behavior, I investigate how team-level factors influence herd-like adoption and consequently explorative learning behaviors in the post-adoption stage.

Doctor of Philosophy, The Ohio State University, 2016, EDU Policy and Leadership

Abstract There is a common belief that technology can help improve learning opportunities for all students (DeBell & Chapman, 2006; U.S. Department of Education, 2010). Although the U.S. government encourages the use of educational technology in K-12 schools through funding technological infrastructure and the development of educational technology applications, the state of technology use in K-12 schools remains vague. Technology leadership, an emerging concept in educational scholarship, has been described as a school characteristic associated with planning, purchasing, and a host of distributed management and leadership practices that lead to meaningful and effective utilization of technology in schools (S. Dexter, 2008; Hew & Brush, 2007). Although there is research establishing a positive relationship between school leadership and student outcomes (Hallinger & Heck, 1996; Robinson, Lloyd, & Rowe, 2008; Waters, Marzano, & Mcnulty, 2003), few studies have examine links between technology leadership and technology use by teachers and students. This study was conducted to examine the current state of technology use and technology leadership in K-12 schools. It also examined the relationship between technology leadership and teachers' technology use for mathematics instruction. Following Anderson and Dexter's (2005) claim that technology leadership functions as a necessary role in the effective use of K-12 school technology use, I hypothesized a positive relationship between technology leadership and technology use for teaching and learning. This dissertation begins with a review of relevant research and policy literature on ways in which school-level technology leadership and technology policies influence technology integration. Next, it describes how data from the 2009 fast-response survey titled "Teachers' Use of Educational Technology in U.S. Public Schools" (FRSS95, 2009) has been analyzed. Descriptive statistics and factor analyses were conducted to ch (open full item for complete abstract)

BS, Kent State University, 2017, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

Assistive technology devices are being utilized more frequently in classrooms for accommodations and modifications, especially for students with disabilities. These devices can be high technology devices containing batteries, or low technology devices which may be inexpensive and do not require batteries to be used. Throughout the thesis, the use of high technology devices and low technology devices is specified to introduce the idea of integrating devices into general education and special education classrooms. Furthermore, resources are provided regarding learning more about specific devices, how to further implement technology in the classroom, and catalogs to buy devices.