Degree Date

12-16-2023

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Education

First Advisor

Dr. Jana Hennen-Burr

Second Advisor

Dr. Ric Dressen

Third Advisor

Dr. Kelli Waalk-Gilbertson

Abstract

The fourth industrial revolution (4IR) is driving a compelling need for pedagogical change, yet there is disjuncture between the capacity of emerging technologies to address this need and their actual use in the American classroom. These technologies can enable personalization to meet each student’s individualized learning needs. Educator preparedness is the first step toward embracing and integrating the broad capabilities of emerging technologies to help build the future workforce. This qualitative, phenomenological case study assessed the preparedness of middle school general educators in two Minnesota school districts to leverage assistive technologies (ATs) to improve student learning from the perspective of the special educators partnering to deliver special education services to students diagnosed as neurodiverse. The study, grounded in critical and functionalist paradigms, gathered data via remote interviews with eight special educators. Several themes arose from the data. First, ATs are still associated with IEPs and considered the purview of special educators. Second, classroom assistive technology tends to be low-to-medium tech, although there is openness to integrating AI-enabled tools. Third, there is a need for districts to hire technology integration specialists to support educators. Fourth, integration will require formalized funding plans, likely with national and state legislative support. Finally, educator preparation for technology integration needs to begin in preservice coursework.

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