Content acquisition podcasts’ impact on preservice teachers’ understanding of language and disability
British Journal of Educational Technology
Educators’ understanding and use of language is particularly relevant in relation to historically marginalized groups, such as people with disabilities. However, previous research has suggested that teacher education programs do not adequately address the concepts of language and disability. Content acquisition podcasts (CAPs) may provide them with knowledge related to language and disability. The purposes of this investigation were to determine how a CAP impacts undergraduate students’ understanding of language with regards to people with disabilities, and examine undergraduate students’ perceptions towards CAPs as a learning tool. Qualitative analyses, a pairwise t-test, and a Pearson’s correlation analysis were used to determine CAP’s impact on 43 preservice educators. Results revealed that the CAP significantly increased the participants’ knowledge and that the participants had positive perceptions towards the CAP. Findings from focus group discussions indicated a number of themes emerged in relation to both language use regarding people with disabilities and CAPs.
Department of Kinesiology
Original Publication Date
DOI of published version
UNI ScholarWorks, Rod Library, University of Northern Iowa
McNamara, Scott W.T.; Wilson, Kylie R.; and Petersen, Amy, "Content acquisition podcasts’ impact on preservice teachers’ understanding of language and disability" (2020). Faculty Publications. 246.