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Posted by:
Jeff Sun
Research/tech assistance org
Lowell, MA
Topic:
Technology Facilitates Communication for All Students
Message:
First, I should note that I am in no way expert in the so-called "assistive and adaptive" technologies. Rather, I mostly work with teachers who are using mainstream information technologies (word processors, presentation managers, etc.) to benefit all students of all learning styles. I recognize that there are a whole host of technologies that support students who are not able to physically access mainstream technologies, and unfortunately I have no direct experience with these physical access issues.
That said, I do think that technology has much to offer so far as being a tool that facilitates communication for students of all abilities and learning styles. I constantly encounter teachers who have stories about using technology to motivate students who do not connect with traditional (i.e., not technology-infused) learning activities. Often, these are students who would simply opt out of the classroom (mentally, if not physically) if there were not some other hook for their interest. A skilled teacher can utilize technology in this way. Of course, a skilled teacher can usually find some other, non-technology, hook as well, but I don't see technology increasingly used in this way.
It is worth noting that there are students with learning styles that absolutely do not benefit from the use of technology. There are some students for whom technology is a distraction that stands in the way of their working with curriculum. Once again, teachers need to be able to recognize those students and must facilitate learning activities that address their needs. This is somthing of a round-about way of highlighting technology's role as a tool for addressing diverse educational needs. That is, in many cases technology can be a help to student learning and should therefore be available as a tool for the students and teachers who need it. On the other hand, teachers (and students) must be able to recognize when technology is unnecessary and may be standing in the way of more efficient knowledge creation; and in those cases, there should be non-technology alternatives. The key is that the teacher has to be sufficiently knowledgeable in both approaches so that s/he can facilitate the optimum learning environment.
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