Graduate Students’ Perspectives on a Constructivist and Personalized App Literacy Educational Workshop
Publication Date
10-21-2025
Document Type
Article
Publication Title
Communication Disorders Quarterly
DOI
10.1177/15257401251380238
Abstract
This Scholarship of Teaching and Learning project examined 45 speech-language pathology graduate students’ (G-SLPs) views about a 2½ hr app literacy workshop. The curriculum focused on app features and the feature mapping process using past client cases within constructivist and personalized learning instructional formats. Inductive and deductive analyses of post-workshop written reflections indicated that these G-SLPs favorably rated the app workshop’s andragogy, content, and relevance to preprofessional education. Students reported having gained knowledge about app characteristics, costs, and therapy applications, while also gaining app-related critical thinking skills. Results identified five significant student learning outcomes based on Fink’s taxonomy (i.e., foundational knowledge, applications, integration, learning to learn, and human dimension). Findings also aligned with four entry-level professional standards for the Certificate of Clinical Competence in speech-language pathology. Implications are discussed for app literacy instruction among contemporary G-SLPs.
Keywords
app technology, speech-language pathologists
Department
Communicative Disorders and Sciences
Recommended Citation
Paul W. Cascella. "Graduate Students’ Perspectives on a Constructivist and Personalized App Literacy Educational Workshop" Communication Disorders Quarterly (2025). https://doi.org/10.1177/15257401251380238
