Assistive tech in the class – What works for one, works for all – if they buy in
During my short time as a teacher, I have had a few experiences with assistive technology. Most have not been well received. While I worked with students with ADHD and learning disabilities, the only tools I was aware of at the time were the speech-to-text and reader on Microsoft Word and OneNote. While these are handy in a pinch, they are not the most reliable, nor are they as accurate as other platforms. This is mainly because the pronunciation portion of the readers is quite temperamental and has a hard time discerning French words with an English accent. Nevertheless, I also have experience with more low and mid-level assistive technology like electronic reminders (tools that vibrate on a timer), visual timers, fidgets, and digital timers to keep students on task. While the fidgets were a success, the timers were unsuccessful.
Some of the limitations that I have come across include students refusing to use the tech for fear of being “othered”. While I reiterated numerous times in class that this tech is for all, it never became used in class. As a French Immersion teacher, I don’t have much experience with EAL students. Most students are either fluent in French or English (or both). Granted, this technology can benefit all students, and it is unfortunate that it is not as popular or known about in our side (French Immersion) of the system. I have students who were unable to get their thoughts down fast enough (as their brains moved at a more rapid speed), students who struggled with dyslexia, and those who struggled with attention while reading. Some of the tools shown in tonight’s class (ex. the Immersive Reader) would have been immensely helpful with these students and with all of my students. Even if used at home, these students would benefit from these tools.
As some of the other teachers referenced during tonight’s presentation, access to technology can be a huge issue. While Regina Catholic SD is more likely to fund educational technology, other school divisions have to focus their budgets on other essential issues. Budgetary concerns will always be the main contributor as to why this technology is not in schools where students can benefit from it. Even the free online programs can be hard to use, depending on the internet connection available at the school.
I will say it may be because I am in the French Immersion (FI) stream, or maybe we don’t have a passionate LRT like Ilda, but I have never seen any of the technology that was showcased today. The CPEN was one of the most interesting resources I have ever seen. Now, not all of these technologies can be implemented in a FI classroom, but it is important to keep up with new and innovative trends. If we do not remain interested in innovation, a school could miss out on many opportunities to utilize new technology that benefits students. This stagnation only hurts students and increases the stress and workload for teachers.