Using Assistive Technology in the Classroom for Personalized Learning Experiences
It is important for educators to keep abreast of the technologies that are available to them in order to meet the needs of all students in the classroom, given the greater diversity, to enable accessibility, and to promote inclusion in the classroom. The technology is available, and we need to prepare students for work and play in this rapidly-changing world.
There is a growing diversity of needs in our classrooms. An educator may have a student with visual, hearing, mobility, cognitive and learning impairments in their classroom. When we design lessons for all students, keeping in mind the specific needs of individuals with disabilities (on the Special Education Plan), it can also facilitate the learning for the others - as in the concept of universal design for learning (UDL) and inclusive design (ID) (Zallio & Ohashi, 2022).
Learning about accessibility features (AF) and assistive technologies (AT) available can make everyone’s lives easier; for persons with disabilities, “technology makes things possible”, if implemented well in the classroom and learning experience. For example, when using artificial intelligence tools and immersive learning (McMahon & Walker, 2019). Instead of shunning the technology, trying to incorporate new and existing technologies can reduce time required for students to learn something or to perform a task; it could also lead to higher levels of engagement and a greater learning experience. AT and AF can help students learn regardless of the impairments and challenges they have. It can help students’ reduce barriers to receiving the information they need, and completing meaningful tasks that can show their skills and knowledge.
When educators use accessibility features or assistive technology in the classroom, the sense of alienation to the student(s) with an impairment is drastically reduced. The use of accessibility features and assistive technology can foster a more inclusive classroom environment. The student and the teacher or teaching assistant are not the only ones who know how to use the accessibility features or assistive technology.
Admittedly, it may seem too much information to learn at once. An educator can start off by asking what kind of learning needs do the students have? Would the use of one tool or technology facilitate learning only for the student with a disability, or will this tool or technology enhance learning for the other students too? Educators can begin familiarizing themselves with tools, or by learning about the issues a specific student has, and what might work for that child, one tool at a time. One can also stay connected with learning communities and continue his/her professional development to work out which tools can be used in the classroom in practical ways (McMahon & Walker, 2019, p.88).
According to the video by Gilson (2015), some things educators can consider when thinking of using accessibility features (AF) and assistive technology (AT) in the classroom include:
- Student: Assess the area and level of impairment of the student(s), willingness of the student(s) to learn how to use the technology,
- Environment: the knowledge, availability to training and resources the teachers have to the AT or accessibility features, as well as concept of UDL - homeroom teachers and related arts teachers included; technology and resources available to the students,
- Task type and difficulty that student needs to complete,
- Tools - trying out the tool in class, involve parents; collect data, and feedback on student’s use to determine the efficacy of the tool and be willing to change AT if needed in collaboration with the teaching team.
References
English Standard Version Bible. (2016). Wheaton, Ill: Crossway Bibles.
Gilson, R. (2015, Jan 28). Assistive technology by Alberta Education. in 6.1 Assistive Technologies in the Classroom. Cairn University eLearning, uploaded by Jennifer Logan. https://www.youtube.com/watch?v=G9YQdKjCvWo.
McMahon, D. & Walker, Z. (2019). Leveraging emerging technology to design an inclusive future with universal design for learning. C.E.P.S. Journal, 9(3).
TOW (n.d.) About. Theology of Work Project. https://www.theologyofwork.org/about.
Zallio, M. & Ohashi, T. (2022). The evolution of assistive technology: A literature review of technology developments and applications. arXiv:2201.07152.
Angel, I really enjoyed your take on assistive technologies in the classroom and I thought your perspective was very well researched as well! What stood out to me throughout reading your blog was the approach you took to determining the usefulness of certain technologies, whether they be a specific tool, application, or approach. Although assistive technologies is are always intended to be good, if they aren't applied in the correct setting or with enough care, they could inhibit the students learning. I recall being in class with a couple of my friends in middle school when my teacher began implementing certain assistive tools to help my friends stay on track. They were diagnosed with ADHD and at certain points in class (primarily during test taking) the students had the option to use noise cancelling headphones, I assume to encourage them to stay on task and avoid noise oriented distractions. The only issue I noticed with this was that it worked for some students but others were so "out of place" not having any form of white noise that they actually started looking around the classroom and becoming more distracted. I understand this is was a single instance, and noise cancelling headphones isn't the most advanced form of assistive tech, but what I gathered from this was that some students benefited from it, and others it actually hurt. This is why it is so important to assess each student individually so that we know what is the best way to promote learning.
ReplyDeleteAngel,
ReplyDeleteYou made a great connection to Universal Design for Learning in this post. With UDL, we work to create lessons where all students can learn. By starting with high standards and then figuring out how every student can meet those standards, we are serving all of our students and assistive technology can help us do that. Keeping the learning targets in sight, we may need to modify materials to allow our students to learn but it is well worth it when we see each student growing and meeting our learning goals.
There is definitely a growing diversity of needs in classrooms today, which is why it is even more important for teachers to learn and utilize accessibility features and assistive technology tools for our teaching. Like you mentioned, using them makes it so much easier for our students to learn, and makes it easier on the teacher as well. Many of these tools and features are already user friendly so learning how to use them is not so difficult, and once you have learned how to use them you have them for as long as you need. I like how you laid out the different considerations for implementing them in the classroom and how you discussed a Christian standpoint on why it is important to implement these.
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