INC4805 ASSIGNMENT 4 2024
Unique Number:
DUE DATE: : 2024
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning,
comparison and reference purpose,
Not to duplicate, reproduce and/or misrepresent the
contents of this document as your own work,
Fully accept the consequences should you plagiarise
or misuse this document.
Disclaimer
Extreme care has been used to create this
document, however the contents are provided “as
is” without any representations or warranties,
express or implied. The author assumes no
liability as a result of reliance and use of the
contents of this document. This document is to
be used for comparison, research and reference
purposes ONLY. No part of this document may be
reproduced, resold or transmitted in any form or
by any means.
, 0688120934
PREVIEW
The Impact of Technology on Inclusive Education: A Study on Teachers'
Perspectives
Methods
i. Research Method/Approach (Qualitative/Quantitative/Mixed Methods)
For this study, a mixed-methods approach will be employed to comprehensively
investigate the impact of technology on inclusive education from teachers' perspectives.
The mixed-methods approach integrates both qualitative and quantitative research
methods, allowing for a more robust analysis of the research problem.
Quantitative data will be collected through structured questionnaires administered to a
large sample of teachers. This method will enable the collection of numerical data that
can be statistically analyzed to identify patterns, trends, and correlations related to the
use of technology in inclusive education.
Qualitative data will be gathered through semi-structured interviews and focus groups.
These methods will provide in-depth insights into teachers' experiences, perceptions, and
the nuanced challenges they face when integrating technology in their inclusive teaching
practices. The qualitative aspect will enrich the quantitative findings by providing context
and depth to the statistical data.
The relevance of this mixed-methods approach lies in its ability to combine the breadth
of quantitative data with the depth of qualitative insights. This approach is particularly
suitable for educational research, where complex human behaviors and perceptions need
to be understood alongside measurable outcomes (Creswell & Plano Clark, 2018).
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is”
without any representations or warranties, express or implied. The author assumes no liability as
a result of reliance and use of the contents of this document. This document is to be used for
comparison, research and reference purposes ONLY. No part of this document may be
reproduced, resold or transmitted in any form or by any means.
, 0688120934
The Impact of Technology on Inclusive Education: A Study on Teachers'
Perspectives
Methods
i. Research Method/Approach (Qualitative/Quantitative/Mixed Methods)
For this study, a mixed-methods approach will be employed to comprehensively
investigate the impact of technology on inclusive education from teachers' perspectives.
The mixed-methods approach integrates both qualitative and quantitative research
methods, allowing for a more robust analysis of the research problem.
Quantitative data will be collected through structured questionnaires administered to a
large sample of teachers. This method will enable the collection of numerical data that
can be statistically analyzed to identify patterns, trends, and correlations related to the
use of technology in inclusive education.
Qualitative data will be gathered through semi-structured interviews and focus groups.
These methods will provide in-depth insights into teachers' experiences, perceptions, and
the nuanced challenges they face when integrating technology in their inclusive teaching
practices. The qualitative aspect will enrich the quantitative findings by providing context
and depth to the statistical data.
The relevance of this mixed-methods approach lies in its ability to combine the breadth
of quantitative data with the depth of qualitative insights. This approach is particularly
suitable for educational research, where complex human behaviors and perceptions need
to be understood alongside measurable outcomes (Creswell & Plano Clark, 2018).
ii. Philosophical Assumptions
The philosophical assumptions underpinning this research are rooted in pragmatism.
Pragmatism is concerned with finding practical solutions to problems and emphasizes the
use of multiple methods to explore research questions (Biesta, 2010). This aligns with Disclaimer
the
Extreme care has been used to create this document, however the contents are provided “as is”
without any representations or warranties, express or implied. The author assumes no liability as
a result of reliance and use of the contents of this document. This document is to be used for
comparison, research and reference purposes ONLY. No part of this document may be
reproduced, resold or transmitted in any form or by any means.
Unique Number:
DUE DATE: : 2024
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning,
comparison and reference purpose,
Not to duplicate, reproduce and/or misrepresent the
contents of this document as your own work,
Fully accept the consequences should you plagiarise
or misuse this document.
Disclaimer
Extreme care has been used to create this
document, however the contents are provided “as
is” without any representations or warranties,
express or implied. The author assumes no
liability as a result of reliance and use of the
contents of this document. This document is to
be used for comparison, research and reference
purposes ONLY. No part of this document may be
reproduced, resold or transmitted in any form or
by any means.
, 0688120934
PREVIEW
The Impact of Technology on Inclusive Education: A Study on Teachers'
Perspectives
Methods
i. Research Method/Approach (Qualitative/Quantitative/Mixed Methods)
For this study, a mixed-methods approach will be employed to comprehensively
investigate the impact of technology on inclusive education from teachers' perspectives.
The mixed-methods approach integrates both qualitative and quantitative research
methods, allowing for a more robust analysis of the research problem.
Quantitative data will be collected through structured questionnaires administered to a
large sample of teachers. This method will enable the collection of numerical data that
can be statistically analyzed to identify patterns, trends, and correlations related to the
use of technology in inclusive education.
Qualitative data will be gathered through semi-structured interviews and focus groups.
These methods will provide in-depth insights into teachers' experiences, perceptions, and
the nuanced challenges they face when integrating technology in their inclusive teaching
practices. The qualitative aspect will enrich the quantitative findings by providing context
and depth to the statistical data.
The relevance of this mixed-methods approach lies in its ability to combine the breadth
of quantitative data with the depth of qualitative insights. This approach is particularly
suitable for educational research, where complex human behaviors and perceptions need
to be understood alongside measurable outcomes (Creswell & Plano Clark, 2018).
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is”
without any representations or warranties, express or implied. The author assumes no liability as
a result of reliance and use of the contents of this document. This document is to be used for
comparison, research and reference purposes ONLY. No part of this document may be
reproduced, resold or transmitted in any form or by any means.
, 0688120934
The Impact of Technology on Inclusive Education: A Study on Teachers'
Perspectives
Methods
i. Research Method/Approach (Qualitative/Quantitative/Mixed Methods)
For this study, a mixed-methods approach will be employed to comprehensively
investigate the impact of technology on inclusive education from teachers' perspectives.
The mixed-methods approach integrates both qualitative and quantitative research
methods, allowing for a more robust analysis of the research problem.
Quantitative data will be collected through structured questionnaires administered to a
large sample of teachers. This method will enable the collection of numerical data that
can be statistically analyzed to identify patterns, trends, and correlations related to the
use of technology in inclusive education.
Qualitative data will be gathered through semi-structured interviews and focus groups.
These methods will provide in-depth insights into teachers' experiences, perceptions, and
the nuanced challenges they face when integrating technology in their inclusive teaching
practices. The qualitative aspect will enrich the quantitative findings by providing context
and depth to the statistical data.
The relevance of this mixed-methods approach lies in its ability to combine the breadth
of quantitative data with the depth of qualitative insights. This approach is particularly
suitable for educational research, where complex human behaviors and perceptions need
to be understood alongside measurable outcomes (Creswell & Plano Clark, 2018).
ii. Philosophical Assumptions
The philosophical assumptions underpinning this research are rooted in pragmatism.
Pragmatism is concerned with finding practical solutions to problems and emphasizes the
use of multiple methods to explore research questions (Biesta, 2010). This aligns with Disclaimer
the
Extreme care has been used to create this document, however the contents are provided “as is”
without any representations or warranties, express or implied. The author assumes no liability as
a result of reliance and use of the contents of this document. This document is to be used for
comparison, research and reference purposes ONLY. No part of this document may be
reproduced, resold or transmitted in any form or by any means.
