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Technologies of Inclusion: A Mixed Methods Investigation into Accessibility and Instructional Technology in Higher Education

Jeffrey Kontio

New Jersey City University

EDTC 810: Statistics for Educational research

May 10, 2024

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Introduction

  • The integration of instructional technology in higher education:
    • Has become essential in shaping inclusive educational
    • Universities strive to provide equitable access to resources
    • Instructional technology should serve all students
  • Legal reasoning in the US
    • Section 508 of the Rehabilitation Act of 1973
    • Americans with Disabilities Act of 1990

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Research Problem

  • How does the use of IT affect Accessibility and Inclusivity in Higher Ed?
    • Proliferation of digital learning tools has the potential to either bridge or widen accessibility gap
    • Must balance technological advancement with student accessibility needs
  • Currently no single standard for accessible instructional design
  • There is a need for inventory of what is being done and used

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Significance of Research Problem

  • Investigating the balance of advancement with needs is crucial for fostering inclusive education that benefits all students
    • Failing to do so is not only at odds with the law but also the desire to provide equitable access
    • Success in doing so will not only benefit those students with disabilities but all students
  • Findings could aid in influencing public policy as well as policy and practice in educational institutions

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Research Questions

What types of instructional technology are being leveraged in higher education, and what are the prevailing accessibility guidelines governing their use?

How has the implementation of educational technology affected the approaches of offices supporting students with disabilities and instructional staff towards accessibility needs?

In what ways has the accessibility standards, or lack thereof, for the use of instructional technology impacted the equity of learning opportunities in higher education?

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Review of Existing Research

Evolution of Instructional Technology in Higher Education

    • Instructional technology has transformed from simple tools like slide projectors to sophisticated Learning Management Systems and assistive technologies.

Legislative Frameworks and Accessibility

    • The Americans with Disabilities Act (ADA) and Section 508 of the Rehabilitation Act mandate that educational technologies accommodate all students.

Impact on Accessibility Services and Equity

    • The implementation of educational technology has been uneven across institutions, affecting the services provided to students with disabilities.

Challenges and Opportunities

    • The rapid shift to online learning environments, accelerated by the COVID-19 pandemic, has highlighted the variability in institutional responses to accessibility needs.

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Methodology Overview

  • Utilizing mixed methods research design (specifically concurrent triangulation
  • Allows for simultaneous collection and independent analysis of each qual and quant data
  • Will help validate findings through different lenses
    • Provides comprehensive view of the research problems

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(Creswell & Plano Clark, 2018)

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Data Collection methods

Quantitative Data Collection

    • A structured online survey targeting faculty and administrative staff across various higher education institutions, designed to measure the adoption, scope, and perceived effectiveness of instructional technologies.

Qualitative Data Collection

    • Semi-structured interviews with three distinct groups: students with disabilities, educational technologists, and disability support staff
    • These interviews are intended to gather deeper insights into the personal experiences and challenges related to instructional technology and accessibility

(Creswell & Plano Clark, 2018)

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Sampling Techniques

Quantitative Sampling

    • Stratified random sampling is used to ensure a representative mix of participants from different types of institutions
      • community colleges
      • research universities
      • liberal arts colleges
    • Helps control for institutional variance that could impact technology adoption and accessibility strategies.

Qualitative Sampling

    • Purposive sampling is employed to select participants who have direct experiences with the implementation of instructional technology
    • This method is chosen to ensure the richness of the data collected is highly relevant to the research questions

(Creswell, 2014)

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Data Analysis Procedures

Quantitative Analysis

    • Utilizes descriptive and inferential statistical analyses to summarize the data and examine relationships, including regression analysis to test hypotheses about factors influencing the effectiveness of instructional technology.

Qualitative Analysis

    • Thematic analysis is applied to interview data, where responses are coded into themes that organically emerge, providing insights into complex patterns and relationships not evident through quantitative analysis alone �

(Bazeley, 2013)

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This study and findings will…

Bridge the gap between the potential of instructional technology and its practical implementation within higher education settings, focusing on accessibility and inclusivity.

Influence educational leaders and policymakers by providing evidence-based recommendations that enhance accessibility and inclusivity in learning environments.

Contribute to the body of academic knowledge in educational technology by offering empirical data on current technology usage in higher education and its accessibility

Set a foundation for future research that could explore:

- Longitudinal impacts of technology integration

- Effectiveness of different types of assistive technologies

- Scalability of successful accessibility practices across various educational institutions

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References

Aquino, K. C., & BuShell, S. (2020). Device Usage and Accessible Technology Needs for Post-Traditional Students in the e-Learning Environment. Journal of Asynchronous Learning Networks, 24(1), 59-77.

Bakken, J. P., Courtad, C. A., & Stassen, D. (2022). Technology and Accommodations at University Centers for Students with Disabilities. Journal of Postsecondary Education and Disability, 35(1), 45-59.

Bazeley, P. (2013). Integrating Analyses in Mixed Methods Research. Sage.

Burgstahler, S. (2021). What Higher Education Learned About the Accessibility of Online Opportunities During a Pandemic. Journal of Online Learning Research, 7(3), 299-318.

Coleman, M., & Berge, Z. L. (2017). A Review of Accessibility in Online Higher Education. International Journal of E-Learning & Distance Education, 32(2).

Creswell, J.W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage publications.

Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE.