Digital Literacy Part 1: Using Assistive Technology in the Classroom

This article was written in collaboration with Stefanie Partridge.

Technology has done wonders for helping those who require accommodations in the classroom. When I went to school, those who experienced difficulties with reading and writing had very little options when it came to accommodations; many had to suffer in silence. Now there are so many programs that can help students access material, and allow them to be included in what the class is learning. According to the Ontario Ministry of Education’s Learning For All (2013) document, technology is an integral part of a Universal Design for Learning (UDL). UDL means adapting the learning environment, material, and how students show what they know in order to ensure that all students can effectively learn and demonstrate their knowledge. This is not done solely for students who require accommodations; all students benefits from a Universal Design for Learning. For more information on UDL, visit http://www.cast.org/. An example of assistive technology that can help accommodate students with reading and writing difficulties are programs such as Google Read and Write (speech-to-text, text-to-speech).

Assistive Technology in the Classroom

What does assistive technology look like in the classroom? It will vary depending on the school’s access to technology, the needs of the students in the classroom, and the skills of the student and the teacher. In my own practice, I have seen students have much success with Google Read and Write. Visit https://www.youtube.com/watch?v=hwC_hJ7KmAg for a tutorial on this program.

This program contains many useful features for students with exceptionalities, but as all students could benefit from different tools on this program, it fits in with a Universal Design for Learning. The text-to-speech and speech-to-text features are very useful in a classroom for students who have difficulties with reading and writing. Speech-t- text allows the user to speak into the computer microphone, and the computer types what the student says. Many students have difficulties with writing, but they know the material and can demonstrate that learning orally. This accommodation lets students show what they know, without the frustration of writing. Text-to-speech allows the user to listen to the text on the screen, without having to read it. Imagine the relief for student when it takes them half an hour to read a paragraph. To be able to listen to the paragraph, to look up unknown words with ease, and to have sections repeated makes learning so much more enjoyable.

This program contains many useful features for students with exceptionalities, but as all students could benefit from different tools on this program, it fits in with a Universal Design for Learning. The text-to-speech and speech-to-text features are very useful in a classroom for students who have difficulties with reading and writing. Speech-t- text allows the user to speak into the computer microphone, and the computer types what the student says. Many students have difficulties with writing, but they know the material and can demonstrate that learning orally. This accommodation lets students show what they know, without the frustration of writing. Text-to-speech allows the user to listen to the text on the screen, without having to read it. Imagine the relief for student when it takes them half an hour to read a paragraph. To be able to listen to the paragraph, to look up unknown words with ease, and to have sections repeated makes learning so much more enjoyable.

There are many other useful assistive technology devices, too many to name in this blog post. One example is the research is being done looking at how virtual reality affects the social skills of those with autism. The possibilities are seemingly endless when it comes to how these technologies can help students learn.

These programs are invaluable; however, it is essential that students (and teachers) have the skills to use these tools. While students flourish when they have access to assistive technology, they can also become easily frustrated if they are unsure how to use these tools. I have seen useful tools go unused because a student does not have the skills to use them. Teaching all students how to use assistive technology tools teaches students important skills and competencies to access these features, and use them effectively.

What Does the Research Say?

There is no doubt that with proper instruction, students can flourish in the classroom by using assistive technology. Studies cited in Assistive technology research, practice, and theory (Baker, 2014), such as those in 2010 by Shaw, Madaus, and Dukes, showed that students using text to speech software were motivated to read and saw improvement in their study skills. As more research is being done on inclusion, and with new technologies being developed, more evidence will demonstrate how students are using these technologies, the affordances and limitations of assistive technology, as well as which tools are most effective.

It is our duty as teachers to include all students in the learning environment. This means constantly searching for ways to accommodate the different learning needs of students, and ensuring students have the skills they need to use the tools efficiently. When we teach students these digital literacy skills, they are able to thrive in the classroom, making the sky the limit for their potential! A world of learning is possible when we remove obstacles that prevent students from accessing that learning.

Stefanie Partridge is a year 2 teacher candidate at the University of Ottawa in the primary/junior division. She holds a Bachelor of Science in Human Kinetics and Masters of Arts in Human Kinetics. She can be found on Twitter (@Stef_Partridge) and through her website: https://spart033.wixsite.com/stefaniepartridge.

References

Autism Speaks. (2014). Virtual Reality Training Improves Social Skills and Brain Activity.

Retrieved from https://www.autismspeaks.org/science/science-news/virtual-reality-

training-improves-social-skills-and-brain-activity.

Baker, F. S. (2014). Text-to-Speech Software as Assistive and Mainstream Technology:

Transitioning from a Functional to a Socio-Constructivist Approach. In B. DaCosta, & S.

Seok (Eds.), Assistive Technology Research, Practice, and Theory, 27-43. Hershey, PA:

IGI Global. doi:10.4018/978-1-4666-5015-2.ch003

Cast. (2018). Retrieved from www.cast.org.

Ontario Ministry of Education. (2013). Learning for all: a guide to effective assessment and

instruction for all students, kindergarten to grade 12. Retrieved from

http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf.

Salmon, D. (2015, Jan. 22). Read & Write for Google - Everything you need to know. [video

file]. Retrieved from https://www.youtube.com/watch?v=hwC_hJ7KmAg.