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Deaf students are members of a linguistic and cultural minority whose background and experiences provide a unique backdrop for the navigation of higher education. Using the framework of Deaf community cultural wealth, this study examines the experiences of Deaf students in community college and their utilization of various forms of capital. Findings showed that they exhibited instances of resistant, navigational, social, and familial capital in accessing and persisting in higher education.

The need for entirely online instruction as a result of the COVID-19 pandemic has raised many questions about university faculty readiness for online instruction and how to effectively support university faculty in integrating mobile technology into their practice. Previous research suggests subtypes of university faculty technology integration and in turn, a need for diversified approaches to professional development. However, such research is both limited and contested, and thus further research is needed. This multistudy examined whether there are qualitatively distinct faculty subtypes for mobile technology integration (Study 1: N = 83, Study 2: N = 45) based on their knowledge, self-efficacy, and attitudes towards mobile technology, and whether such subtypes, if indeed were present, were meaningfully associated with an adoption of mobile technology in the following semester. Findings from the latent profile analysis suggest five university faculty subtypes: Technology Enthusiasts, Knowledgeable Adopters, Prospective Adopters, Knowledgeable Skeptics, and Non-Adopters. Study 2 validates Study 1 findings. Findings illustrate that technology professional development opportunities only have value for certain university faculty groups and that resources would be better targeted elsewhere for faculty groups such as non-adopters. We discuss the implications of these findings for future efforts to support university faculty mobile technology integration.

Currently, there is a trend at educational institutions around the country to utilize technology in online or web-enhanced instruction. While there is a need to explore the effects of technology incorporated into courses for second language acquisition (SLA), faculty have yet to utilize the full potential of technology resources and integrate them into American Sign Language (ASL) courses and learning laboratories. Technology has the potential to connect new language learners to remote language experts using language laboratories. Further exploration and development of ASL computer-assisted language learning (CALL) and the use of non-traditional camera angles is needed. For this pilot study, three technology tools were provided to assist hearing students. While findings of this research indicate that the use of CALL did not produce a statistically significant impact on the exam scores of students in the experimental group, multimedia tools were developed that have not been previously utilized in ASL instr...

Technology integration in schools is commonplace, so much so that educators often ignore what is thrown at them, hoping that it will disappear as many technology integrations often do (Inan & Lowther, 2010; Rogers, 2003). Technology integrations typically follow similar patterns no matter what "technology" is being introduced. A select group of educators see the value in a specific technology and this small group extols the technology for all of its virtues (Borsheim, Merritt, & Reed, 2008). "Unfortunately, increased availability of technology in schools does not necessarily lead to improvement in classroom teaching practices" (Ian & Lowther, p.137). When the technology is introduced into the mainstream, the virtues quickly become less evident as the problems multiply; problems with hardware, the technology is broken, it is too time consuming, the technology does not align with the curriculum, the teachers' use of the equipment does not fit with their curriculum schedule, and in essence the teacher puts the technology back on the shelf to collect dust (Strong-Wilson, 2008). The culmination of these problems leads to failed technology integrations (Hayes, 2006; Laurillard, 2008) and frequently teachers feel an "... ambivalence to administrative leadership as an important influence in their professional work" (Meister, 2010, p.893). Technology has become a focal point of educational reform; federal, state, and local funds have been provided to implement educational policies and new technology integrations in school districts (Bailey, 2002; Christensen, & Knezek, 2007; Forte, 2010; Lowther, Inan, Strahl, & Ross, 2008), and effective leadership during the implementation process is vital (Anderson & Dexter, 2005; Bailey; Ertmer & Ottenbreit-Leftwich, 2010). One challenge for school district administrators is to adequately support teachers who are implementing technology to enhance and improve the teaching and learning process (Subramaniam, 2007; Winne, 2006). The implementation of the U.S. Department of Education's No Child Left Behind Act (NCLB; Public Law 107-110) has impacted education in myriad ways (Donlevy, 2008; Forte; Gay, 2007; Schraw, 2010). Among these, funding sources have been established to integrate technology into the NCLB requirements, and Enhancing Education Through Technology (EETT) funding is one such source (Lowther, et al.,). In this study, researchers investigated administrators' perceptions of the implementation process of a laptop-based writing curriculum MY Access! IntelleMetric[TM] (n.d.) scoring system that assesses student writing abilities and the technology necessary to support the software as part of an EETT grant project at four middles schools in one school district. Leadership and administrators' ability to lead is a significant factor in determining the success of implementing a new technology (Anderson & Dexter, 2005; Hayes, 2006). How principals perceive their role and their ability to listen to the teachers needs frequently impacts the implementation process. The purpose of this research was to understand the leadership process of the implementation of technology integration, specifically an Enhancing Education Through Technology (EETT) grant project, at four middle schools in Grove Unified School (pseudonym) in California. In order to understand the implementation process, the researcher first needed to identify how administrators viewed their role as participants in the grant community of Grove Unified School District. The common elements of tension in the district's culture that facilitated or prohibited administrators' participation in the project were also identified as well as the motivating factors of technology integration. The research questions were developed to provide in-depth descriptive information to allow the researcher a deeper understanding of the leadership characteristics within Grove Unified School District and the EETT grant project. …