Tech-Forward Learning: Text-to-Speech Impact on Catholic High School Students

Author

• Dennise A. Leyva, Nova Southeastern UniversityFollow

Date of Award

2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Karen Kimball

Committee Member

Hardwick, Johnson

Committee Member

Kimberly Durham

Keywords

assistive technology, Catholic high school, diverse learners, inclusive education, instructional adaptation, iPad accessibility features, material adaptation, phenomenological study, qualitative research, semi-structured interviews, student engagement, teacher perceptions, text-to-speech (TTS), Universal Design for Learning (UDL)

Abstract

This phenomenological study was conducted to improve instructional support for diverse learners in a Southeast Florida Catholic high school by exploring teachers’ use of the Apple iPad accessibility feature, text-to-speech (TTS). Although this Catholic high school implemented a 1:1 iPad program, many teachers had limited experience using the built-in TTS feature to meet the diverse needs of students, including English Language Learners and those with reading difficulties. Teachers often used conventional approaches that failed to integrate assistive technology for inclusive and equitable learning.

The researcher conducted in-depth semi-structured interviews with six high school teachers to examine their experiences implementing the Apple iPad accessibility feature, TTS, in their classrooms. Participants described their lived experiences of instructional strategies, material adaptation for TTS use, challenges encountered during implementation, and the observed impacts on student engagement and motivation. The Group Experiential Themes that emerged from the analysis included empowered learning and student autonomy, improved engagement and motivation, instructional adaptation and reflection, support for diverse learner needs, and technical challenges and limitations.

The study results showed that teachers encountered technical issues and the need for professional development. However, teachers also observed positive outcomes such as enhanced student confidence, greater independence in reading tasks, and improved participation among disengaged learners.

NSUWorks Citation

Dennise A. Leyva. 2025. Tech-Forward Learning: Text-to-Speech Impact on Catholic High School Students. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education and School of Criminal Justice. (1023)
https://nsuworks.nova.edu/fse_etd/1023.