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The purpose of this systematic grounded theory study was to extend the theoretical foundations of the technology acceptance model (TAM) and the technological pedagogical content knowledge (TPACK) model to generate a theoretical model explaining the process leading to exemplary integration of technology into special education instructional practice. Data were collected through demographic surveys, interviews, and observations of a purposeful selection of participants. Participants were selected based on exemplary practice criteria determined by an expert focus group. Data were analyzed using open coding, axial coding, and selective coding to gain a categorical understanding of the pedagogy used by special education teachers in successfully integrating technology into teaching and learning. Final analysis revealed a cycle of four components leading to teachers' initial and ongoing technology adoption into classroom activities: (a) opportunities, (b) dispositions, (c) pedagogical beliefs, and (d) small steps. Skill and knowledge levels were salient themes in the process of technology integration. However, underlying these themes were key beliefs and dispositions that proved foundational in leading to exploration and exemplary integration of technology. While obstacles existed, they were ultimately overcome or overlooked due to these key beliefs and dispositions. Implications provide insight into how educators and researchers can improve preservice coursework and professional development for technology integration within special education instruction.

Technology tools are in the beginning stages of integration into instructional practices of speech-language pathologists (SLPs). The purpose of this study was to explore the experiences of SLPs, as they learned to use a matrix connecting curriculum tasks to technology tools through participation in a community of practice (CoP). The theoretical framework for the study was based on situated learning theory. The study utilized design-based research methods to explore how using the matrix and participating in a CoP affected perceived knowledge, skill levels, and technology integration toward instructional synthesis for a purposeful sample of SLP teachers in the southwestern United States. Field notes, focus group sessions, and communication via e-mail and Facebook™ transcriptions were open coded, then axial-coded for emerging themes and changes in attitude and depth of technology usage. Survey data were analyzed. Overall, findings indicated qualitative changes in teaching practices were due to raised awareness about technology tools and applications through exposure to the matrix and collaboration within the CoP. Implications provide insight on how educators and researchers can improve professional development for technology integration within the SLP teaching environment.

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