All collected data from this research was transcribed verbatim and analyzed using Moustakas’ (1994) transcendental phenomenological reduction. During transcendental phenomenological reduction, common themes were identified through the special education teachers’ shared experiences using the iPad as an instructional tool for elementary students with intellectual disabilities. The common themes were recognized through identifying significant statements, by highlighting and making notes on sticky tabs about the key patterns collected from the participants’ data. The participants’ statements were grouped into significant units and given codes, leaving only the horizons. Next, the clusters of meaning was developed from the coded statements, which
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All interviews were conducted on the school’s campus at a location of the participants’ selection. The times at which the interviews occurred varied from 7:15 a.m. to 7:30 p.m., which was selected by each participant for their convenience. Each participant were asked 15 standardized open-ended interview questions, which were rooted in the literature review. The questions remained the same throughout each interview. Probing questions were used during the interview as needed. The probes stimulated an informant response to produce more details. The final interview question provided each participant the opportunity to elaborate on any information they felt was relevant to the research. To ensure accuracy, all interviews were auditory recorded with each participant’s consent. Each interview lasted from 45 minutes to one …show more content…
Member checking was used to support the accuracy, credibility, validity, and transferability of the study. During the process of member checking, each participant was asked to review their responses by clarifying unclear replies and to make any changes, if necessary or to concur with their transcript. The participants was asked to call or email the researcher their responses regarding their interview transcript. All the participants concurred with their transcript; however, two participants made a few grammatical adjustments. Data from the interviews were then analyzed using the Moustakas (1994) approach. The table below displays the codes that occurred, in the order they transpired in each individual’s interview, and the themes that were developed from the
All interviews were conducted on the school’s campus at a location of the participants’ selection. The times at which the interviews occurred varied from 7:15 a.m. to 7:30 p.m., which was selected by each participant for their convenience. Each participant were asked 15 standardized open-ended interview questions, which were rooted in the literature review. The questions remained the same throughout each interview. Probing questions were used during the interview as needed. The probes stimulated an informant response to produce more details. The final interview question provided each participant the opportunity to elaborate on any information they felt was relevant to the research. To ensure accuracy, all interviews were auditory recorded with each participant’s consent. Each interview lasted from 45 minutes to one …show more content…
Member checking was used to support the accuracy, credibility, validity, and transferability of the study. During the process of member checking, each participant was asked to review their responses by clarifying unclear replies and to make any changes, if necessary or to concur with their transcript. The participants was asked to call or email the researcher their responses regarding their interview transcript. All the participants concurred with their transcript; however, two participants made a few grammatical adjustments. Data from the interviews were then analyzed using the Moustakas (1994) approach. The table below displays the codes that occurred, in the order they transpired in each individual’s interview, and the themes that were developed from the