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iDEA: DREXEL LIBRARIES E-REPOSITORY AND ARCHIVES

iDEA: DREXEL LIBRARIES E-REPOSITORY AND ARCHIVES

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Rogers' Diffusion of Innovation Used to Explore Special Education Administrators' Self-Reported Technology Skills and Attitudes Regarding Speech Language Pathology Telepractice

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Title
Rogers' Diffusion of Innovation Used to Explore Special Education Administrators' Self-Reported Technology Skills and Attitudes Regarding Speech Language Pathology Telepractice
Author(s)
Muller, Carolyn Wheeler
Advisor(s)
Provinzano, Kathleen
Keywords
Education; School management and organization; Speech therapy--Technological innovations; Educational technology; Computer-assisted instruction; Special education
Date
2016-05
Publisher
Drexel University
Thesis
Ed.D., Educational Leadership and Management -- Drexel University, 2016
Abstract
Online learning in K-12 schools has experienced rapid growth in the past two decades, but this growth has not been shared by students with disabilities, specifically those who need speech and language therapy (SLP). Growth in the use of online speech therapy, referred to as telepractice, was stagnant by comparison to other forms of online education. Specific administrator characteristics, skills, and knowledge impact the successful implementation of technology innovations. The purpose of this research was to describe both special education administrators' self-described proficiency with the 21st-century technology required for telepractice implementation and their attitudes toward the innovation of online SLP telepractice and to determine if differences between administrators' abilities and views existed. Grounded in the theoretical construct of Rogers' Diffusion of Innovations theory which seeks to explain why some new ideas, objects, or technologies are adopted and some are not this research use a convergent parallel design, with data gathered via online surveys and personal interviews. Data analysis describes special education administrators' level of proficiency with the 21st-century technology required for telepractice implementation and their attitudes toward the innovation of online SLP telepractice. The results revealed patterns that may influence the rate at which the innovation of SLP telepractice is adopted. Special education administrators possess skill with much of the technology used in online SLP telepractice and their attitude toward telepractice is influence by their use of technology at school. School cultures that embrace technology are more likely to support novel uses of technology. However, a strong, clear association between administrator technology skill and other demographic variables was not evident. Overall, administrators' attitudes toward SLP telepractice are more positive than negative, but they are limited by an apparent lack of knowledge of the key components that contribute to a decision to adopt or not adopt the innovation. The key finding will be of value for school leaders seeking to influence adoption of SLP telepractice.
URI
http://hdl.handle.net/1860/idea:6885
In Collections
Theses, Dissertations, and Projects

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