Month: November 2024

The presentation of this week’s group was very eye-opening for me. Although I previously know about assistive technology (AT), they explained it in a thorough manner which made me realize what types of technology I can use more as an educator. For me, the different types of assistive technologies are very powerful in the context of education, wherein these can help the students in their learning journey, and it can also lighten their load as the learn in the classroom.

To define the term, Assistive Technology (AT) is any form of technology that helps students with or without disabilities to increase or maintain his or her level of functioning. Halpin (n.d.) defines AT as a term that refers to devices or systems designed to help individuals with disabilities perform functions they might otherwise find difficult — devices range from mobility aids (Ex. crutches and wheelchairs) to more digital solutions, like screen readers or software. Halpin’s explanation is more of an overall definition, and not just in the realm of education. On an even broader definition, Rice (2024) defines AT as any device, software or item that improves the experience of learning, working or daily life; AT is frequently used by people with disabilities, however, it can be used by all people in various settings.

The short video below is an introductory guide to assistive technology, concentrating on individuals with disabilities. It explains that there are simple (easier to learn) and also high-tech, or more advanced devices for AT. Furthermore, the video also briefly explains not only devices, but services that are integrated with the devices. What they explained in the video is practical and essential, as they mention that the AT services are as important as the devices/gadgets used to aid the students in their learning. I believe that the devices and services should go hand-in-hand in order to guide the students in a better manner.

Rice (2024) mentioned at least twelve examples of assistive technology in the classroom, which are all useful for use in the classroom. In that list, I have used the learning-management platform Google Classroom, during the surge of online classes when the world experienced the most recent pandemic. Since its release in 2014, Google Classroom has quickly become one of the more popular and common online tools utilized in schools. Furthermore, adoption to this technology rose dramatically with the mass switch to online instruction that followed COVID-19-related school closures (Herold, 2020).

I appreciate Google Classroom because of its convenience and also its assistive technology features, like speech-to-text capabilities that improve accessibility for all the students. The live captions in Google Classroom was also very useful in my own experience. In addition, it has built-in accessibility features such as screen readers, voice typing, and translation (it integrates with Google Translate to enable translation). I also had a blind student previously who really appreciated Google Classroom because it featured a braille display for him, which can be used to read and edit Word documents and PowerPoint presentations. After using Google Classroom for a few years, I realized that

Among the numerous AT programs, I believe that I can utilize and explore more on Speechify, which is a text-to-speech software that captures text and translates it into audio format. This is particularly useful for textbooks, PDF reading assignments and more. This software is compatible with the Google Chrome browser as well as mobile phones (iPhones and Android) and Macintosh computers. I personally have not tried Speechify, but this is a software which will most likely be able to aid my future students in learning.

Assistive technology still has quite a long way to go, however, I believe that it will further improve and be more advanced in the future. While it is true that AT is quite costly for individuals and institutions, these types of technologies definitely improve the learning experiences of individuals. For schools, AT ensures that all students, regardless of their abilities, can fully participate in classroom activities —  this means that no one is left behind, whether the student is disabled or not. AT also provides equal opportunities for students who have learning difficulties, making them able to catch up in their studies. Also, overall for society, AT promotes social inclusion — it promotes the active participation of individuals with disabilities in community activities, which is an essential part of social cohesion. In addition, AT enhances the quality of life for individuals with disabilities by providing them with tools and software to navigate daily life more effectively.

Assessment in education ideally should be as objective as possible, in order to be fair in grading the students. In recent years, aside from the traditional tools like using rubrics in assessing activities and school projects, there have been numerous assessment tools for teachers to use. Digital assessment, or online assessment has now been regularly used by schools in order to be more reliable and accurate in assessing students’ learning.

Nowadays, in the few years after the COVID-19 pandemic, many schools and universities still have online or hybrid classes from time to time. Schools and students have seen its convenience, especially during bad weather. Not only classes are online sometimes in the present time, but also assessment tools are more online or digital in the present era. According to Olurinola (n.d.) in a UNESCO article, assessment is a critical component of the educational system because it provides feedback to learners and teachers on learning progress and achievement. In recent years, digital technologies and various software have drastically revolutionized the assessment process, offering innovative ways to measure the students’ progress. Compared to the traditional model of assessment, which was mostly paper-based, the integration of technology in assessment has become more convenient and sometimes with less bias toward the learners. Teachers can leverage technological assessment in order to develop more reliable and efficient assessments that can help them further understand the students’ learning.

The e-Assessment Association explains the opportunities and challenges of online assessments as follows. For the opportunities, online assessments offer 1.) flexibility and convenience as test-takers have the freedom to schedule and complete assessments according to their preferences, 2.) Immediate feedback — online assessments often offer automated grading and immediate feedback, enabling test-takers to receive prompt results, and 3.) Scalability — online assessments can be administered to large groups of students at once, which can save time and resources. This can be especially beneficial for schools, universities, and classes with large student populations.

For the challenges associated with using online assessments, the e-Assessment Association discussed that 1.) Technical issues can hinder the conduct of online assessments. Issues such as internet connectivity (or lack of stable internet connectivity) and software compatibility can disrupt the assessment process. 2.) Digital literacy — Students and sometimes even teachers who lack proper digital literacy may struggle with navigating the functionalities of online assessment platforms. They may find it challenging to locate assessments, submit responses, or access feedback. This can cause equity among the users of online assessment software.

Routh (2024) added that one other challenge that can be attributed to digital or online assessments is data privacy — a very big word in this present era. Online assessments can also pose privacy challenges. An online assessment platform normally contains personal information about students, such as names, contact information, and test results. This information can be targeted by online hackers, thus compromising student privacy and safety.

In my opinion, digital assessment is the way to move forward. It is more convenient for the stakeholders, especially for the teachers, because they can further understand in a more prompt manner the students’ comprehension. However, as discussed in the preceding paragraphs, the challenges can sometimes outweigh its benefits. Thus, schools must be aware of these challenges. Furthermore, governments must craft policies in order to ensure the proper use of online assessments in schools and universities. This way, the proper implementation of digital assessments can be more beneficial for the students and teachers.

The evolution and development of the web, more commonly known as the internet nowadays, has grown by leaps and bounds throughout the decades. The internet has grown exponentially from Web 1.0 to Web 3.0.

Web 1.0

Web 1.0 is the term for the earliest version of the internet from the 1990s to the early 2000s (Ledger Academy, 2023). It was referred to as read-only web or static web, with very limited interactivity and simple website designs. Interaction with websites during this era was very basic. Users could click on links to navigate between pages, but features such as online shopping, social networking, and user-generated content were virtually non-existent. In addition, websites were designed with minimal multimedia elements — barely any pictures or videos.

Web 2.0

Web 2.0, on the other hand, is an evolution of Web 1.0. Web 2.0 is considered as dynamic web, as opposed to Web 1.0, which was normally text-based. Also,  Web 2.0 is what is commonly known as internet wherein social media is commonly used; social media sites such as Facebook, Instagram, and X (formerly known as Twitter), to name a few, are used to communicate and interact. According to Kenton (2024), Web 2.0 has more user-generated content, greater usability for end-users, and a more participatory culture within the internet users. Users of the internet can publish articles via blogs and even upload vlogs (video blogs) on video-sharing sites such as YouTube, thus expanding their reach.

Web 3.0

Web 3.0 was first coined by John Markoff of the New York Times and he suggested Web 3.0 as third generation of the web in 2006 (Choudhury, 2014). Web 3.0 is built upon the concepts of decentralization, openness, and greater user utility.

With Web 3.0, the data generated by disparate and increasingly powerful computing resources, including mobile phones, desktops, home appliances, and vehicles, will be sold by users through decentralized data networks, ensuring that users retain ownership control. Users will therefore have more “control” over the internet. Additionally, in Web 3.0, it will use machine learning, a branch of artificial intelligence or AI that uses data and algorithms to imitate how humans learn, thus improving its accuracy.

Gerstein on the Evolution of the Web and Education

Gerstein (2014) wrote an article on comparing the development of the Web to Education. With the evolution of the internet, it is logical that schools worldwide have been following suit in the utilization of the internet in order to further educate the students. Nowadays, online classes use Zoom, Microsoft Teams, or Google Classroom. Some teachers use interactive sites like Padlet and Kahoot to make the students more engaged. Gerstein further explained about Education 3.0, that it is affording us with relevant, interactive, and networked content that is freely and readily available and personalized (based on individual interests). It is very similar to Web 3.0, wherein it provides users with richer experiences — it tailors the internet browsing experience to each individual.

With Web 3.0, educational institutions will be able to tailor the learning experiences in a more personalized manner for the students. Learning may be more individualized, and more advance tools will be used to teaching and learning, beyond just researching on the internet. In Education 3.0, Gerstein furthered that learners will be more engaged as connectors, creators, and constructivists. Learning will be more like a “web of networks,” with learners as content producers and sharers, using social networks for connecting, and using the web as curricula.

With the shift to Web 3.0, however, even though it is ideal for more advanced learning, there will most likely be students and teachers, including educational institutions, that will be lagging. This is in terms of internet connectivity and software availability — definitely, the cost of these can be a hindrance for some or even most of the stakeholders, especially students.

Conclusion

The development of the web and education can be said to be intertwined. As the internet develops, so does education — the educational sector uses web-based tools nowadays in this modern era. Desktops, laptops, and even tablets sometimes are generally essential for the students and teachers. I cannot imagine teachers nowadays who do not need computers  for their instruction or students who do not use computers. However, the rapid development of the internet may not catch up in terms of education with all in the education sector. Thus, governments must aid the development of both the internet vis-a-vis the educational sector, in order that no one will be left behind in terms of learning.