Affiliation

Cape Breton University

Email

CBU20CKT@cbu.ca

Abstract

Assistive technology (AT) has revolutionized our educational system and my own teaching practice and from early years to post-graduate studies and beyond.  As a 25-year veteran educator teaching in 2023, I reflect on my career and can attest my core philosophies have remained consistent, while the tools I employ are fortunately extremely enhanced. I approach teaching using practices that are student-centered; I aim to create accessible and inclusive learning spaces which are responsive and cater to the needs of all my learners, regardless of their ability or learning style. Fundamental tools I incorporate that influence and support achieving successes include a broad range of assistive technologies. Earlier in my career, these technologies did not yet exist, were not available, and comparable tools were absent, and as such, my learners were unable to achieve in the ways they are now able.

This paper details my teaching philosophies with regard to how I integrate technology, as well as highlights the shifts, design considerations, and proposed recommendations that I deem as significant in supporting student achievement and success. An assistive technological adaptation can be a device, item, equipment, or product system that increases, maintain, or improve the functional capabilities of individuals with disabilities (Individuals with Disabilities Education Act Amendments, 1997). As much as my values have remained consistent, my methods and practices have evolved and been largely shaped by advances within the field of assistive technology.

I now leverage and balance my practice by combining available technologies, responsive support, and explicit instructional theories oriented in connectivism and constructivism models. Without maximizing and utilizing the available assistive technologies, my learners would not be as supported nor as successful due to not having such appropriate accommodations to excel and demonstrate their true knowledge. Recent studies demonstrate encouraging results, pointing to increased access to, and use of, AT devices among teachers working with students with disabilities (Cullen et al., 2003).  This paper will examine research that maintains that assistive technology has enhanced and enabled student achievements unlike ever before and the importance of instructional iterations being implemented accordingly.

Keywords

accommodations, assistive technology, critical thinking, differentiation, exceptionalities, integrated approach, instructional design, learning disability, neurodivergent, program planning,

Introduction

I have been an educator in Nova Scotia for almost a quarter of a century; over the course of this time, many changes have evolved and enriched my practice. If I were to compare my practice now to what I was delivering and striving for in 2000, there are stark differences in many ways, one being the fusion of assistive technologies.

For the bulk of my teaching career, I have held numerous positions within Student Services supporting a wide array of exceptionalities involving behavioral, communicative, intellectual, and an array of physical types.  My career has been vast and complex; however, through these professional opportunities, it has solidified my stance in ensuring all learners have the supports they need to do and demonstrate their personal best. I care about seeing and supporting student progress and celebrating their gains. I want my learners to become independent with the skills needed for 21st-century learning, working, and beyond. I do my best to teach them to think critically and apply problem-solving skills.  I would not be able to successfully work to achieve these objectives without the reliance on and application of AT. Teachers have a primary role in promoting the use of ATs; therefore, in order to achieve the inclusion of students with disabilities, teachers need to acquire the necessary skills and competencies (Fernández-Batanero et al., 2022).

Some of the issues I encounter with regard to assistive technology implementation include dependency, issues of access, misunderstandings, and differentiation. This paper will probe and emphasize recent findings which contribute to this discussion through an integrated pedagogical approach, specifically noting themes of intent, equity, application, advocacy, independence, and achievement. In my experience, the most significant learning has been a result of employing a social connectivism approach whereby all students know they are valued, encouraged to share, feel confident, and equipped to risk take and solution seek both independently and collaboratively. These objectives are practiced and engaged in day-to-day throughout my classes and modeled for my learners so that their experiences are authentic, appreciated, and collectively communicated. Employing AT as a tool allows all my students an ability to contribute and engage and is a purposeful instructional design feature that facilitates learning through access.

Teaching Philosophy Statement

My teaching philosophy has consistently been to teach, support, and empower my students, regardless of their strengths or challenges, in ways that promote independent and confident thinkers. My approach is student-centered, responsive, and inclusive. The bulk of my career has been supporting a wide variety of complex learners, Grades Primary to Eight, who are neurodivergent, have exceptionalities, and require a variety of specifically individualized adaptations to support their growth and achievement. I attribute much of my growth as an educator to my ability to embrace and integrate specific assistive technologies into my practice to effectively support my students.

The learning theories my pedagogy particularly incorporates are those of social connectivism, zone of proximal development (ZPD) theory, and constructivism. The role of social networking and the incorporation of technology builds connection and supports achievement. In my practice, what promotes learning is offering a space where students’ individual strengths can be challenged while their needs met with scaffolded instruction, support, and opportunities for collaboration. My role as an intervention teacher necessitates me to differentiate and ensure instruction is appropriate, adapted, and accessible for all my students. My learners use tools and apply their knowledge to demonstrate what they know while also building new understandings in social, active ways. My classroom often pushes learners out of their comfort zones but in such a way that is safe, supported, and celebrated. Learners apply their own experiences, knowledge, and interests to what they are learning and enhance others’ understandings through collaboration. When learners are offered opportunities to learn from, lean on, and cooperatively problem solve, this creates an environment where critical thinkers, solution finders, and innovative thought are generated. George Siemens’ statement aptly and succinctly articulates what I value in my practice, “The connections that enable us to learn more are more important than our current state of knowing.”

Learning is active, exciting, engaging, and organic in the sense that learners are empowered to make decisions and contribute to their own understandings, and natural connections become bridged. Scaffolded learning, whereby students themselves speak and contribute, drawing from their own experiences and bases of knowledge, allows for natural frameworks of understanding/knowledge to be created and co-created. The inclusion of AT promotes, enables, and provides accessibility for my students in means which have advanced tremendously over the course of my career. As an intervention teacher, to not embrace what I have available with AT would be not to utilize a colossal tool kit and ultimately sacrifice my student’s potential.

AT and instructional design promote individual achievement and independence; specifically, the design considerations this paper will highlight include; the need for established intentional objectives, accessibility, differentiation, engagement, and collaborative planning.  Being tasked to prepare students with evolving 21st-century skills is a daunting undertaking in education while balancing existing curriculums; however, a priority must be to ensure our students with exceptionalities are included in this objective, too; assistive technologies and instructional design help to allow such overwhelming expectations become achieved and accomplished.

Literature Review

AT can be used to design, modify and differentiate instruction or customize instructional delivery to augment the needs of students with special needs across their lifespan (Akpan & Beard, 2013). Many academic articles have been published specific to assistive technology; its role, functions, and place within the system of education, the practice of teaching, and correspondingly the instructional considerations which need to be applied. This paper will reveal findings specific to the instructional design aspects required for efficient and impactful implementation to enhance student achievement. The following sub-sections have been methodically incorporated to exemplify how AT can and does transform learning, however, reveals the design matters which need deliberate attention in the program planning process.

Intentional Objectives

Assistive technologies and intentional program planning allow me to perform my job while enabling my learners to also do their personal best. Utilizing AT should be intentional. The functions of the AT should allow the individual learner to have increased ability and enhanced supports to achieve the desired output, whether this be through writing, oral, computation, or other modes of interdisciplinary production. Several professionals have emphasized the importance of using compensatory approaches with students with LD; thus, AT adaptations can be effective supplements or adjunctive approaches to remediation (Bryant et al., 1998).

The following excerpts are from numerous articles referencing the enormity of impact AT can have when intentionally designed and implemented appropriately.  The design of instruction using assistive technology should focus on the unique needs of the students, the requirements of the curriculum, and the technological resources to be used for teaching (Blackhurst, 2005).

In a time whereby AT is available, as educators, we would be negligent to elect not to incorporate tech to improve our practice and ultimately aid our students in achieving their personal best. Assistive technology can aid students with disabilities in overcoming or bypassing their learning challenges (Ahmed, 2018).

Effective instructional techniques that integrate technology must be developed wherein the principles of effective instruction are combined with technology’s potential (MacArthur, 1996).  Through researching the significance of instructional design and the implementation of assistive technologies, establishing intentional objectives is a substantial piece in ensuring successful application.

Accessibility

In order to promote the classroom acceptance of students with disabilities, many techniques have to be considered, one of which is assistive technology (Ahmed, 2018). The technological transformations, which are now understood as standards in education, are indisputably changing and revolutionizing how students learn, what they are able to achieve, as well as who is able to participate in the learning. More than ever before, our classrooms are progressively more inclusive, equitable, and accessible, enabling all students access to the curriculum in ways unlike experienced before, in part due to the implementation and advances of assistive technologies. This shift cannot occur without both an educator who appreciates and acknowledges the significance of assistive technology and also the technology itself.  Former U.S. Secretary of Education Arne Duncan maintained this certainty when saying, “Technology alone isn’t going to improve student achievement. The best combination is great teachers working with technology to engage students in the pursuit of the learning they need.”

Assistive technology is a tool to make learning more accessible and to increase individual motivation and productivity. Second, assistive technology empowers students to learn reading, writing, and mathematical skills fluently, accurately, and independently instead of relying constantly on the assistance of others (Blackhurst, 2005).

Teachers may not be familiar with how to select the appropriate assistive technology to meet their students’ individual needs. Today teachers are faced with an overwhelming number of assistive technologies. According to Edyburn (2005), there were an estimated 25,000 assistive technology products available in 2003. Therefore, it is essential to help teachers become proficient with technology integration into instruction.

Another issue pertinent to access is when schools have to apply for use and or if formal diagnoses are required prior to use due to site license requirements, these can create issues of access and be problematic. Within our centre of education, memorandums of understanding (MOUs) with companies have progressed, and fortunately, as such, our access and availability of assistive supports have become more easily available for all learners. Collectively our perceptions of assistive technology to support achievement has contributed as a significant piece of this pedagogical shift in our practice. There is also an appreciation that 21st-century skills not only require the fusion of technologies but they also necessitate them. Current skills sought in the workforce are those which entail technological proficiencies and aptitudes.  Thus to best prepare all our learners, the application of technology is a requirement. Providing all students with AT programs may be their best chance for success both inside and outside the classroom. Denying them these options may exacerbate their special needs effects (Akpan & Beard, 2013).

Differentiation

AT can benefit children with increased opportunities for socialization, communication attempts, and interaction, increased self-esteem and confidence, as well as developing language and communication skills (Erickson & Koppenhaver, 1995). Through the program planning process, educators can determine which tools and AT functions are required specific to their learners’ strengths and needs. AT has become widely incorporated and encouraged for all learners P-8 and beyond to employ to become more efficient, successful and independent students. For some, AT is a necessity and a specific adaptation, for others, it has become an accepted mode of mainstream learning. AT, both high and light provide enormous potential for students with special needs to capitalize on their strengths and, by bypassing, or compensating for loss of function, make the most out of their educational experiences (Akpan & Beard, 2013).

Providing all students with AT programs may be their best chance for success both inside and outside the classroom. Denying them these options may exacerbate their special needs effects (Akpan & Beard, 2013). However, having available technologies is not enough; it cannot be a ‘one size fits all’ approach or answer. As educators, a professional determination regarding the effectiveness of the best practices in technological innovation must be made (Parette et al., 2009).

Engagement

My teaching philosophy is an integrated approach whereby my learners are always at the center of my planning. My students are active participants who learn by doing and participating often with voice and choice to allow for integration of their interests, ideas, and queries. I strive to ensure my teaching is purposeful, and engaging and my learners see themselves in what we are doing; they contribute to the making of meaning by adding their personal experiences and knowledge to contexts, as well as have options for ways to demonstrate their understandings and acquisition of information.

With the integration of assistive technologies, it is paramount that design considerations are given to pair tools that promote engagement and interaction and are appropriate for each learners’ specific needs and abilities. Often through the use of AT, a learner is increasingly motivated as they are able to contribute, participate and share in the act of learning.  Using technology can help students with disabilities enhance and improve their independence in academic and employment tasks and their participation in classroom discussions, along with helping them to accomplish some difficult academic tasks (Burgstahler, 2003).

AT is viewed as an essential part of instruction to help students with special needs develop basic and critical thinking. It makes it easier for students with disabilities to overcome their disability and succeed academically (Akpan & Beard, 2013).

Collaborative Planning

Technologies and innovations continue to advance, and the pace at which requires our teachers and systems to adapt and adjust the tools they are utilizing, this shift requires collaborative efforts and ongoing communication. Shifts need to continue to ensue in order for appropriate technologies to become mainstream, available, and used in our system of education. The need for instructional designers to continuously manipulate and promote such tools and support our students is ever-present.

When teachers are determining appropriate AT, a collaborative instructional team should do a needs assessment examining the students’ needs, where they will utilize the AT tool, what objectives can be done/supported with the use of the AT, and if it is learner appropriate. As much as educators continually need to reexamine, learn, implement, trial, and train themselves on new technologies, they, too, need to ensure what they are constructing and proposing for their students is applicable, functional, and valuable as an educational tool. The use of assistive technology adaptations by students with learning disabilities requires continued research and consideration by technology team members (Behrmann, 1994).  As instructional designers, this ongoing determination would need to be done on a case-by-case basis to ensure accuracy, suitability, and employability.

Observing the technological changes in our education system, one can highlight the alterations, improvements, and challenges and also should acknowledge the progressions and transformations which arguably have contributed to enhancing the practice of teaching and student success.  Current inclusive norms, which are commonplace, expected, and celebrated in classrooms, ultimately have allowed for more engaged, successful, and empowered learners in part due to designs that employ AT.

Conclusions and Recommendations

The field of education, not unlike other systems, is one of continual change and flux. We know more when we do more, and when we know better, we tend to do better. My career to date has certainly taught me much about how students learn, how systems and routines can enhance my practice, and how when my philosophical beliefs of learners continue to be at the forefront of planning, my impact is optimal. What my experiences in education have taught me, too, though, is there is always room for improvement, and staying stagnant is not something to be celebrated or proud of. When we are open, we grow, as do our students.

With regard to assistive technologies, as intimidating as they may initially seem, given time, patience, and again openness, the rewards one can reap from implementing and evolving our practice are worth the energy and effort to become familiar and proficient.  Technologies, like our system of education, are continually emerging, and I would argue with the continued potential to strengthen our practices in transformational ways.  The importance of intentional instructional design is paramount and a necessary governing practice for such growth and continued improvement and advances.

Thinking ahead to what to amend from reflection brings me back to the significance of conducting a needs assessment. Whatever it is we intend to implement, the value of the application needs to be known. This intention is achieved by reflecting are our students improved learning experiences, whether they are gaining skills, abilities, and or interests as a result, they are achieving more/better.  Incorporating assistive technology can be a very valuable and transformational accommodation for many students; ensuring the tools complement and correspond with what is needed and appropriate are instructional considerations that require judicious design and attention.

Educators, institutions, instructional designers, curriculum designers, and government agencies must consider meeting the need of special needs students in their various fields by providing accommodations for all students to succeed academically (Akpan & Beard, 2013). Throughout my readings, the issue of knowledge and current availability and readiness of our classrooms was a predominant theme that demands future consideration and attention. As indicated by Cullen et al. (2008), the findings raise concerns about the lack of awareness among professionals of what AT services are. While efforts have been made to educate professionals about the nature of AT devices, successful implementation of technology depends on the provision of services. This requires adequate training and increased awareness of AT services among teachers and other professionals who work with students with disabilities.

An educational design area requiring further attention, which is emphasized throughout my readings, is the demand for ongoing, current professional development (PD) opportunities to ensure teachers are equipped, aware, and informed of current AT tools and best practices. With any technologies, such PD cannot be offered as a ‘one and done’ approach; rather, it necessitates a continual basis review and update approach to recurrently troubleshoot and offer insights to suit the current advancements of tech and their implications.

Servicing and ensuring pre-service teachers also are equipped and involved in methodologies that incorporate assistive technologies within their education programs should be a recommendation of our Bachelor of Education programs. Learning doesn’t end once one AT is implemented or introduced; rather, its functions too are on a continuum that is constantly developing. Researchers should explore the use of AT in relation to the type and degree of disability of learners. In this sense, it is also necessary to investigate effective teaching and learning strategies for these learners. In order to do so, it is necessary for teachers to have an adequate level of training so that they can apply these tools in the classroom (Fernández-Batanero, et al., 2022).

Future research into what available professional development (PD) and or supports are available for families, as well as educators alike, would be a valuable avenue to investigate. The worst situation is having the technology yet underutilizing it or not knowing how to locate, operate, troubleshoot, and or implement it. As famously expressed by Bill Gates, “Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important.” Not to soften the impact of a teacher, however, what is worth knowing is a need and strategic plan for teacher preparation programs to prepare pre-service teachers with the tools and knowledge to select, implement, and evaluate assistive technology for their future students. As impactful and as beneficial as AT is and can be, it cannot replace place strong, effective teaching. Technology is a tool whose implementation, like other devices, requires intentional planning, design, implementation, and review. This paper has indicated some of the instructional design features which need to be considered and adhered to for the successful implementation of assistive technologies at the elementary level.

References

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