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The Learning Satisfaction Dispositions of Special Needs Students Regarding the Academic Effects of Exclusively Using Digital Resources

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The Learning Satisfaction Dispositions of Special Needs Students Regarding the Academic Effects of Exclusively Using Digital Resources THE LEARNING SATISFACTION DISPOSITIONS OF SPECIAL NEEDS STUDENTS REGARDING THE ACADEMIC EFFECTS OF EXCLUSIVELY USING DIGITAL RESOURCES A Dissertation Presented to The Faculty of the Education Department Carson-Newman University In Partial Fulfillment Of the Requirements for the Degree Doctor of Education By Lea Michelle Curtis Jackson May 2020 Dissertation Approval Student Name: Lea Michelle Curtis Jackson Dissertation Title: THE LEARNING SATISFACTION DISPOSITIONS OF SPECIAL NEEDS STUDENTS REGARDING THE ACADEMIC EFFECTS OF EXCLUSIVELY USING DIGITAL RESOURCES This dissertation has been approved and accepted by the faculty of the Education Department, Carson-Newman University, in partial fulfillment of the requirements for the degree, Doctor of Education. Dissertation Committee: Dr. Julia Price, Dissertation Chair Dr. P. Mark Taylor, Methodologist Member Dr. Samuel Hollingshead, Content Member Approved by the Dissertation Committee Date: April 9, 2020 ii Abstract The movement toward greater access to digital resources in education creates challenges for educators when determining how and when to implement the use of digital instruction particularly when using technology as the primary source for delivering content. The focus of this qualitative, phenomenological case study was to determine if special needs student literacy, including comprehension and recall, was affected by exclusively using digital textbooks as the primary source of instruction. Data were collected from four data sources, including semi- structured interviews, observations, a focus group interview, and an artifact. The participants received two units of instruction using print and digital forms of the same textbook. The instructional unit using the printed textbook served as a basis for comparison for the participants. A thorough analysis of the data revealed three major themes that influence student satisfaction dispositions regarding using digital resources. Student ability to read and comprehend the text plays a role in their satisfaction of the medium they choose. The ability to have full access to the curriculum requires that the content be presented with consideration to student ability to fluently read and understand the text. Retention is also a factor that plays a role in student satisfaction. Student level of focus and engagement with the material has a significant impact on their retention of the information being presented. Finally, the formatting of the medium being chosen materials. User-friendly textbooks prevent students from developing frustration and anxiety, which can limit their academic success. While there are other factors that must be considered when utilizing digital resources for classroom instruction, reading, retention, and formatting appeared to have the greatest effect on how well students believe they perform academically. iii Copyright Copyright @ 2020 by Lea Michelle Curtis Jackson All rights reserved iv I hereby grant permission to the Education Department of Carson-Newman University to reproduce this research in part or in full for professional purposes, with the understanding that in no case will it be for financial profit to any person or institution. Signature: Lea Michelle Curtis Jackson Date: April 9, 2020 v Dedication This dissertation is dedicated to the memory of my father, Norris Dave Curtis, to my mother, Sandra Watts Curtis, and to my four biggest blessings in life, my children, Delia, Brooke, Maggie, and Noah. This journey was not my own but one we embarked on as a family. Mom, you and Dad raised me to be a strong and independent woman while helping me maintain humility, a heart for others, and faith in God. You have supported, encouraged, cried, and prayed with me since the start of this journey, and I know that the hours you spent offering up prayers on my behalf were filled with prayers asking God to help me have the faith of a tiny mustard seed. I could never find the words to express just how much your love and commitment have encouraged and sustained me throughout this process. To my beautiful children, thank you for believing in me and for being patient with me during those countless hours of research and writing. Your unconditional love and support strengthened my resolve to accomplish this life-long dream. I pray that, through this journey, you have also learned that anything is possible for those who are willing to work hard and have the courage to take the first step. I’m so proud of each of you. My prayer is that you will believe in yourselves as much as I believe in you. All my love is yours. vi Acknowledgements When I made the decision to pursue this degree, I knew I was in for some hard work, but I had no idea exactly what that would entail. I want to thank the administration, staff, and the education department at Carson-Newman University for seeing me through this process. You are the most caring group of educators from whom I’ve had the privilege of learning and are true testaments to the Christian spirit of the university. Completing the dissertation process requires the knowledge and expertise of a committee of professors, and I was under the care and guidance of the best! Dr. P. Mark Taylor, thank you for helping me understand the research process and for causing me to think beyond the surface of the topic. You helped me view research from many perspectives and you helped me choose an avenue that suited my needs and my personality. Dr. Samuel Hollingshead, thank you for your input, thoughtful questions and offer of support and guidance along the way. You encouraged me when I needed it the most. Dr. Price, I do not know how to thank you for the numerous ways in which you provided guidance, encouragement, patience, and unending support. I knew, from the first class I took with you, that I wanted to be one of your dissertation students. You held high expectations of me and led by example every step of the way. I want to be just like you when I grow up! I would also like to thank you, Dr. Andy Rines, for your commitment to reading and re-reading the chapters in this study and for providing helpful suggestions for improving my writing. This work is the best version of my research and observations because of your feedback. This study would not have been possible without the help of Ms. Paige Wright, Mr. Dalton Roberts, Mr. Steve Pence, my fellow colleagues, and the wonderful students who participated in the study. Your cooperation, collaboration, and support for the research were vii invaluable, and this study would have never come to fruition without you. Thank you to my brother, Christopher Curtis. You have been one of my greatest supporters and cheerleaders throughout this process. You have prayed for me and continually encouraged me all along. I love you and I am so thankful for the love and support you have given me. I am so grateful to the many wonderful friends and family members God has placed in my life. You have lent listening ears, words of encouragement, and breaks away from this process when I needed them the most. I also extend my appreciation to Chuck Jackson, for your willingness to be flexible and accommodating with scheduling during the course of this study. Who says you can’t divorce and remain friends? Finally, to the Jackson family, I owe a great deal of gratitude for the numerous meals you shared, for the moments of respite on top of the mountain, and for the continued encouragement you provided every step of the way. Thank you for welcoming the kids and me into your family. I love you dearly. viii Table of Contents Dissertation Approval……………………………………………………………………………..ii Abstract…………………………………………………………………………………………...iii Copyright…………………………………………………………………………………………iv Signature Page…………………………………………………………………………………….v Dedication………………………………………………………………………………………...vi Acknowledgements………………………………………………………………………………vii Table of Contents…………………………………………………………………………………ix 1.Introduction…………………………………………………………………………………….1 Introduction and Background……………………………………………………………………..1 Research Problem…………………………………………………………………………………2 Purpose and Significance of the Study……………………………………………………………3 Theoretical Foundation…………………………………………………………………………....3 Technical Pedagogical Content Knowledge………………………………………………3 Information Processing Theory…………………………………………………………...4 Research Question………………………………………………………………………………...6 Rationale for the Study……………………………………………………………………………6 Positionality Statement……………………………………………………………………………7 Limitations, Delimitations, and Assumptions…………………………………………………….7 Definition of Terms……………………………………………………………………………….8 Organization of the study…………………………………………………………………………9 Summary…………………………………………………………………………………………10 2.Review of Literature………………………………………………………………………….11 ix Earliest Forms of Communication……………………………………………………………….11 Evolution of Written Communication …………………………………………………………..12 Origin of Writing Systems ………………………………………………………………………12 Token System ……………………………………………………………………………………13 Writing Systems …………………………………………………………………………………15 Classification of Writing Systems……………………………………………………………….15 Types of Writing Systems……………………………………………………………………….16 Cuneiform ……………………………………………………………………………………….16 Examples of Early Writings……………………………………………………………..19 Deciphering Cuneiform………………………………………………………………….21 Expansion of Cuneiform…………………………………………………………………22 Egyptian.…………………………………………………………………………………………22 Deciphering Egyptian……………………………………………………………………23 Chinese..………………………………………………………………………………………….24 Challenges and Limitations of Writing Systems ………………………………………………..26 Invention of Alphabetic
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