The field of educational technology is growing at a steady clip with new tools, apps, and services cropping up. Many of these tools are used to enhance learning and engagement in the classroom. Some facilitate project based learning or encourage easy data tracking for the teacher. As teachers are becoming more familiar with integrating technology into their classroom a window to incorporating assistive technology opens.
Currently, assistive technology is generally IEP driven and is meant to accommodate for an identified disability. These supports can range from magnifiers for visual disabilities, augmentative communication devices for the non-verbal, or text to speech for those struggling with learning disabilities. Very often however, teachers are faced with students in their classroom who for multiple reasons do not end up being identified for support nor receive the needed help. Additionally, abandonment of equipment is a significant concern within the assistive technology community. Finding the correct fit between the student, the teacher, and demands in the classroom become great hurdles to overcome despite the vested interest of all parties.
Universal Design for Learning (UDL)
UDL is a model evolving from the field of architecture, universal design. The most often referenced analogy is one of the ramp. Buildings originally designed with ramps not only allow access to a building for those in wheelchairs but also assist parents with strollers and delivery personnel. UDL aims to encourage curriculum planning and environmental design to create content that can be accessible to all students in the classroom. This may include having text to speech books available for all students or creating a classroom color coded organization system for notebooks and folders. Students are able to select the tools that best help them meet their learning goals. UDL is most powerful when implemented at the planning stages versus having to retrofit pre-existing curriculum. There are three main components to UDL which will be briefly reviewed given that this model is familiar to professionals in the assistive technology field. For further details be sure to visit cast.org.
- Multiple Means of Representation- Known as the recognition network, this area explores the “what” aspect of learning. It encourages providing a variety of modalities when explaining concepts.
- Multiple Means of Expression- Known as the strategic network it represents the “how” of learning. This principle encourages a variety in how a learner can express their knowledge base.
- Multiple Means of Engagement- Known as the affective network it represents the “why” of learning. This principle encourages looking at the learner’s motivation and desires for learning.
SAMR is a model that has been developed to create a hierarchy of how technology is being integrated in the classroom. It starts with the most simplistic use of technology and graduates to more complex encouraging deep learning skills. Jonathan Brubaker had created this infographic illustrating the various SAMR levels comparing them to Starbucks offerings.
|Reproduced by permission of the publisher
Another model currently being implemented in educational technology integration is the Technology- Pedagogy- Content model. The illustration below provides an overview of the three main segments a teacher needs to consider as well as overlapping domains. Classroom teachers need to establish competence in not only the technical use of available hardware and software but also how this technology can meet content requirements. Analysis of how pedagogically sound a technology is another pivotal role a classroom teacher takes on. When examining this model, the teacher’s level of competence in each of these areas can effect the successful integration of assistive technology for a student. A teacher who does not posses comfort in using technology nor have the skills to problem solve may be more reluctant to integrate AT tools. Likewise, if a teacher does not perceive that an AT tool meets pedagogical standard, its implementation may also falter. Supporting teachers in each of these three areas and their overlapping domains may ultimately help students with mandated assistive technology integrate this support and decrease abandonment.