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Dimensions Related to the Role of a Technology Coordinator in Schools that Serve Students with Language-Based Learning Differences Open Access

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Researchers (Kennedy & Deshler, 2010; Parette, et al., 2007b) state that students withLearning Disabilities (LDs) can learn most efficiently through use of the correct multimodal educational technologies with the correct delivery of content. These educational technologies and modes of delivery are developed to provide the multisensory experience to the student they serve. Teachers can use these technology devices to provide guided and independent learning opportunities to their students with LDs. However, K-12 schools face major challenges in funding and appointing the appropriate type of manpower needed so that technology infrastructures are supported in all necessary areas. Schools need talented individuals who are versed in both curriculum and pedagogy (e.g., instructional supports) and information technology (IT) to determine the best technologies and delivery systems, train teachers in the appropriate and differentiated use of these technologies and systems. These individuals are called Technology Coordinators (TC). As of 2015, there was no empirical research that has been done on the role of technology facilitation to teachers and students with LBLDs. The purpose of this study is to define the dimensions related to the role of the TC that support served students who have been diagnosed with Language-Based Learning Differences (LBLDs). These dimensions were: 1) Teaching and Learning, 2) End-User Support, 3) Network Operations, 4) Administrative Computing, and 5) Budgeting and Planning. This study involved four TCs who work at schools that served students with LBLDs. Through a Multiple Case Study Design (Yin, 2003; Merriam, 2009) using questionnaire and interview data. Results were coded using holistic, elaborative, and selective coding schemes (Saldaña, 2013). Results showed various similarities and differences between the four equally successful, yet different models for how to use a TC to achieve solid results for students with LBLDs. Future research would comprise a more comprehensive study involving TCs, classroom teachers and students with LBLDs.

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