Technology, one of the fastest growing industries in the world. The ability to locate information at the click of a button for both educators and students. What is the impact of new technologies on a 21st century classroom? How can these devices afford educational opportunities to students with special needs and their ability to access their education?

According to the U.S. Department of Education, technology in education consists of a few different models. These models include virtual schooling, blended learning, and through open educational resources and digital resources. This does not include the everyday use of students in the classroom. Figure 1 describes some of the main points of each model of learning.

Figure 1: Learning Model Graphic 

Granite School District

These virtual and blended learning opportunities are provided by both state agencies as well as school districts. While many school districts employed some type of virtual and/or blended learning opportunities throughout the 2019-2020 and 2020-2021 school years, many districts did elect to maintain virtual opportunities for their students on an ongoing basis. These opportunities will be of great benefit to some students who require a non-traditional model of education. In the past, students that did not fit into the traditional education model had issues behaviorally and academically, at times resulting in dropping out of high school.

The flipped classroom model is one that has been around for a few years now, but as it was to be used in the past required students to watch videos for homework and then be in class for the discussion and additional activities. Since the pandemic created quarantine protocols during early 2020, students moved to full virtual learning. During this time, teachers were able to implement videos and classroom instruction that is recorded, then having the students utilize breakout rooms for further discussion and activity. For students who may require additional instructional opportunities, those both with and without IEP accommodations in place, the recording of the instruction allows for students to rewatch the instruction as many times as needed to comprehend and apply the instruction appropriately. This is of major benefit for many different students.

The study, “Flipping a College Calculus Course: A Case Study,” published in the July 2015 issue of Educational Technology & Society, looked at how a flipped classroom affected 96 college students’ achievements in math. Researchers concluded that participants preferred watching videos rather than reading from a textbook as preparation before class. They also found that there was a statistically significant difference in the students’ average quiz scores. Students scored higher during the flipped section of the course.”

The J Store Daily shares an additional study,

“The Impact of the Flipped Classroom on Mathematics Concept Learning in High School,” published in the July 2016 issue of Educational Technology & Society, researchers divided 82 high schoolers into two groups. One group was taught trigonometry using the flipped classroom model; the other learned the same lesson the traditional way. Researchers found a significant difference in achievement and motivation between the two groups, with flipped-classroom participants performing better.”

Students also reported that they felt like this style of learning was better preparation for college for them. Many educators are stating that while they are back in the buildings, they saw the benefits from the flip and virtual model and have seen success in a variety of different learners when they are able to go at their own pace.

Special Education Supports

Assistive Technology departments support students by providing accommodations that will allow them to better access their education. When looking at technology tools for students, computers, tablets, phones, and much more come to mind. However in the world for special education assistive technology is detailed down to specification accommodations using low tech, picture supported text, text to speech, speech to text, audio books (Bookshare & AnyBook Reader ), digital fiction and literature, digital text supporting curriculum and content, SmartPens, and more.

Figure 2: Assistive Technology Graphic 

State of Connecticut Department of Developmental Services

Many people, who have utilized assistive technology successfully have begun speaking out about the impact that those assistive tech devices supported them in the endeavors. In Figure 3, the video shows one man’s experience utilizing assistive technology throughout his educational career.

Figure 3: Assistive Technology & Advanced Wearables | John Ross Rizzo | TEDxNYU

Technology in Special Education Programming

The world of online programming in special education has also grown exponentially in recent years. These resources can be very helpful as secondary instructional tools and practice opportunities for students. Many of these programs also contain data collection for the teacher as well as automatic adjustment in instruction for students who have not mastered a concept. These programs are not a replacement for good instructional from a qualified and dedicated teacher, however they are wonderful for supplemental support and allowing for the repetition many students need.

Relevant Factors Concerning the Use of Technology in the Classroom

While many studies have shown that new technology is beneficial for students in the classroom, there are some factors that limit the use of said technology. According to the journal article, Turkish Journal of Physiotherapy and Rehabilitation, Factors Affecting the Use of Technology in Special Education Classrooms, factors exist in the use of technology for three different groups: teachers, students and materials. Figure 4 below shows the factors for each group.

Figure 4: Factors of Technology Integration in Teaching 

Turkish Journal of Physiotherapy and Rehabilitation

When looking at Figure 4 and the factors associated with each group, some of these factors can be limiting issues for the group. Below some of these factors are shown in the way of limitations.

1. Educators (staff) knowledge of skills in using materials can at times be a limiting factor if the staff members are not knowledgeable in the specific technology devices or programming.
2. Students' existing skills will vary upon entry to the classroom. Teachers will need to implement technology lessons that will provide direct instruction on the format, devices, and programming that they will be utilizing.
3. Expense: For some school districts the expense of providing the devices and additional cost of applications and programs are too much for the districts to handle, therefore their student’s do not have the same level of access as other student’s may have. Additionally, technology is a very fast moving industry and keeping up with the latest and greatest as well as the maintenance adds a consistent additional cost. According to the articcal, Perceptions of Using Assistive Technology for Students with Disabilties in the Classroom, 'Judge (2000), stated that financing for assistive technology has been a major barrier to acquire assistive technology (AT) devices and services. He claimed that different public and private sources offer funding to individuals with disabilities in order to obtain assistive technology they need; however, obtaining assistive technology can still be difficult for families due to the cost.'
4. Distractible Youth: According to a study conducted by the Pew Research Center, nearly 90% of teachers believe that digital technologies are creating a generation of easily distracted students with short attention spans. While this article is from 2013, a boom of the use in technology has been accepted into the school buildings, however many educators have not accepted the use of technology in the classroom and continue to have this view shown by the research study.

References:

Ahmed, A. A. (2018). Perceptions of Using Assistive Technology for Students with Disabilities in the Classroom. International Journal of Special Education, 33(1), 1–11.

G. (2021, July 2). Assistive Technology in the Classroom. Dyslexia - I Can Read! https://dylexic-learner.com/assistive-technology-in-the-classroom/

Granite School District. (2017, December 19). Educational Technology. https://www.graniteschools.org/edtech/tip/blended-learning/blended-learning-models/

Halley, C. (2020, October 16). Does Virtual Learning Work for Every Student? JSTOR Daily. https://daily.jstor.org/does-virtual-learning-work-for-every-student/

Porter, A. (2013, January 28). The Problem with Technology in Schools. Washington Post. https://www.washingtonpost.com/blogs/therootdc/post/the-problem-with-technology-in-schools/2013/01/28/cf13dc6c-6963-11e2-ada3-d86a4806d5ee_blog.html

Teaching with Online Platforms for Students with Special Needs. (n.d.). Educators 4 Social Change. Retrieved July 28, 2021, from https://educators4sc.org/classroom-practices/using-online-platforms-for-students-with-special-needs/

Use of technology in teaching and learning. Use of Technology in Teaching and Learning | U.S. Department of Education. (n.d.). https://www.ed.gov/oii-news/use-technology-teaching-and-learning/.

What is Assistive Technology? (2021). CT.Gov - Connecticut’s Official State Website. https://portal.ct.gov/DDS/General/AssistiveTechnology/What-is-Assistive-Technology