Transforming teaching: Implementing mobile technology learning strategies in serving students with visual impairments


This dissertation study used a sequential mixed methods research design that explored the issues related to teacher professional development in the field of visual impairment regarding the use of iPads with students with visual impairments. The study surveyed participant teachers of students with visual impairments (TVIs; N = 371) regarding their knowledge, skills, and self- efficacy related to using iPads with students who have visual impairments. A smaller group (N = 30) of participants was selected to participate in an intervention. The intervention was a learning module about using iPads with students who have visual impairments hosted on iTunes U accessed on each teacher’s iPad. The participants in the intervention were asked to answer survey questions and submit case study assignments from the learning module. Teacher growth was summarized using a researched model for defining technology integration from novice iPad users to transformative iPad users. The study used quantitative methods to present mean data regarding iPad knowledge, skills, and self-efficacy and used qualitative surveys and open ended questions to offer thematic categories that tell a richer story of technology use with these students. From these data, significant findings were related to the areas of participant age, region in the United States, and service delivery model. Participants who completed the iPad learning module, TiP for TVIs, showed significant progress in the areas of iPad knowledge, skills, and self-advocacy for iPads with students. Finally, the research project made recommendations for future research and teacher professional development related to technology being used by students who have visual impairments.



iPads, Students who are blind, Visually impaired and/or multiply-impaired, High-technology, Teachers of students with visual impairments, Professional development, Assistive technology