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Assistive technology is one of the major teaching and learning resources that teachers use in classrooms to enhance learning. It generally refers to any device, equipment, software/application, or system that can be used to enhance the learning of learners who experience difficulties in their learning (Sider and Maich 1). For example, learners who have problems with their motor functioning may not have the capability to hold a pen properly and put in writing what is being taught, perform mathematics tasks, or write answers during test-taking. Such learners need some form of support or assistive technology to improve their functioning (Claire, Church, and Batshaw 527).
Some of these technologies are categorized as high-tech due to their level of sophistication and others as low-tech due to their simplicity. A good example of high-tech assistive technology is audio players and recorders, which help learners to listen to the words as they read them on the page. Indeed a good number of online books today have audio files. Tablet computers, ipads, as well as smartphones also come with a text-to-speech application that is able to read aloud the words displayed on the learner’s screen. This is very useful to learners who struggle with writing or taking notes because they can use audio recorders to capture what is being taught in class.
This way, they have an opportunity to listen to what is being taught some other time. The text-to-speech application can also help a learner who struggles with reading to improve his/her reading skills because the learner is able to listen to the words he/she sees on the page or computer screen; and as a result, recognize the spoken words (Sider and Maich 2). Sider and Maich note that the speech-to-text application is effective in helping learners who have problems with writing as well as mobility problems or both, or those who generally have difficulties developing fine motor skills (2). Low-tech assistive technology tools, on the other hand, include glare-diffusing light filters, ear muffs for children, and so on.
Making use of these tools in inclusive classrooms, according to Sider and Maich, has been found to promote learning because it allows for flexible learning experiences and facilitates continuing assessment (1). In addition, these tools can enhance learners’ engagement in the classroom and support their independence in performing class activities as well as assignments (Sider and Maich 1). Tamim, Bernard, Borokhovski, Abrami, and Schmid’s meta-analysis that used 1,055 primary studies, which investigated the impact of assistive technology found a mean effect size of 0.33 (4). This provides evidence of the effectiveness of assistive technology in enhancing learning.
The major challenge as regards the use of assistive technology is the lack of preparedness among teachers, which affects their ability to use these technologies and applications. Not many education programs put significant emphasis on assistive technology training, and this contributes to the inadequate preparedness among teachers (Edyburn 18). In fact, some school districts do not have a teacher who is adequately trained on the use of assistive technology (Edyburn 18). Maich and Sider believe that the inadequate preparedness among teachers may leave teachers feeling frustrated in their attempts to integrate their use in inclusive classrooms (1). The use of assistive technology in the classroom is made more difficult by the fact that a typical classroom has learners with varying learning abilities and disabilities. As such, finding assistive technology that incorporates the learning needs of all these learners is difficult or almost impossible.
The challenges associated with the use of assistive technology have important implications to education stakeholders. The fact that a large number of teachers are not adequately trained to use these technologies means that school administrations need to offer training opportunities to their teachers on the use of assistive technologies. This will enhance the teachers’ abilities as well as confidence in using these learning tools.
Works Cited
Claire, Elissa Batshaw, Church Robin and Batshaw Mark. “Special Education Services.” Children with Disabilities. 7th ed. Ed. Batshaw Mark, Rozien Nancy and Lotrecchiano Gaetano. Baltimore, MD: Brookes Publishing, 2012. 523-538. Print.
Edyburn, Dave L. “Rethinking assistive technology.” Special Education Technology Practice 5.4 (2004): 16-23. Print.
Sider, Steve and Maich Kimberly. “Assistive technology tools: Supportive literacy learning for all learners in the inclusive classroom.” What Works (2014): 1-4. Print.
Tamim Rana, Bernard Robert, Borokhovski Eugene, Abrami Phillip and Schmid Richard. “What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study.” Review of Educational Research 81 (2011): 4–28. Print.
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