Reflection on assistive tool to create inclusive learning environment

 

Assistive Tool

In this digitalized world, the integration of the assistive technology in the classroom has become inevitable promoting the equity, inclusivity and access to all the students in terms of education.  To specifically define assistive technology, it is any kind of devices, equipment or even software that allow students with disabilities or participant that face difficulties in school whether its physical or communication or small as slight visual impartment. These assistive technologies can range from as advanced as speech to text or text to speech software, computer-based voice system to as simple as pencil grip or spec.

The use of the assistive technology in in teaching learning environment goes well with modern idea or believes of inclusive education. It’s fundamental humans’ right to receive education without exclusion as per the United Nations Convention on the Rights of Persons with Disabilities (2006). Therefore, it’s likely to say that assistive technology plays vital role in enabling students with various disabilities to get access of the curriculum, learning tasks and even provide opportunity to present their own understanding and ideas openly.  To look into some examples, students with hearing impartment may benefit from speech to text software, while student with dysgraphia can make use of note taking tools like Audionote.

However, it has been observed that the effectiveness of the role of assistive technologies isn’t guaranteed. The level preparedness and the training that educator goes through is one of the main factors that influence the successful usage of the technology. Lack of professional development, teachers or educators may appear uncertain about integration of the technology in their lesson. On top of that relaying on the technology for everything without pedagogical alignment may lead towards insignificant engagement, where the tool is used without enhancing the understanding or inclusion.  Nevertheless, when thoughtfully used or integrated in the lesson, these assistive tools have evident impact.  Now let’s looks into some assistive technologies that are commonly worldwide.

Text-to-Speech (TTS) Software: Enhancing Reading and Comprehension

Text – to – speech software is one of the most widely used assistive technologies in the inclusive classrooms. TTS offers auditory supports to the learner who struggles with reading due to disability like dyslexia and visual impartment by converting the text into spoken words. This simple assistive technology allows students to listen to the content without missing out the information.

To discuss some advantages of using TTS then usage of TTS is significant. This simple assistive tool promotes learning without overloading during reading, promotes multisensory learning and improves engagement of all the diverse learner. TTS not only helps the disabled, but it also helps in developing independent reading skills in other students without having to rely solely on others. 

Along with the merits there definitely has its’ drawbacks. Learners may the synthetic voice to be distracting, leading towards lagging in the comprehension. Furthermore, TTS isn’t so compatible with all the materials, and some complex content such as diagram or tables remains inaccessible. Therefore, I believe that though TTS is powerful tool for inclusivity, it must be integrated well with other strategies. It would be better if an extra practice session to use the technology is provided.

Proofreading Software: Supporting Writing Development

Another effective assistive tool that helps the learners that face challenges due learning disabilities is proofreading software. It assists the learners by identifying stylistic errors, punctuations, explanation, correction and even grammatical errors. Just like TTS this software encourages students to edit their work on their own, fostering the confidence and self-esteem. Proofreading software has notable benefits like providing immediate feedback, restructure the languages and reduce. According to Peterson-Karlan (2011), this software is beneficial for learners that face difficulties in writing and also the second language learners as they clarify the complex writing structures and even give suggestion to improve clarity.

However, too much of dependence on this software may leads towards students accepting the automated suggestions without understanding which can also result in depersonalized writing.  On addition, learners who fail to afford premium version can be left out creating accessibility gaps.  Some activities such as peer review, scaffolded editing exercise would be effective for to reinforce the deeper metacognitive skills and strengthens learns’ writing competencies along the usage of the assistive tool.

 

Video Recordings: Capturing and Reflecting on Learning

Video recording is an assistive tool that serves learners by offering the recorded lessons which can be revisited multiple times. Learners who face memory challenges, slow learners or learners with auditory processing disorders can use this assistive tool in their advantage. Acording to Robert Talbert an educator and researcher (2018) it was found that students find having the course notes posted online made it easier for them to pause, take breaks, think, and annotate those notes. This echoes the benefit often cited for flipped learning with the ability to pause and replay video content. Video recording supports the auditory and visual learners when being integrated well into learning environment.

It’s crucial to keep in mind that the effectiveness of this assistive tool depends on the quality of its productions, relevancy and accessibility and features like captions. While integrating, it’s important to keep these in consideration because without these students with hearing impartment or language difficulties might be excluded.

 

 

Reflections on Integration and Appropriateness

Though used for the inclusion classroom or just for assistance, these assistive tools should not be adopted freely based on assumptions, rather should be selected based on the need of demand of assessment and pedagogical alignments. For instance, SAMR model (Substitution, Augmentation, Modification, Redefinition) allow meaningful integration of these assistive tools.

Training is another critical consideration for both students and the tutor. According to Flanagan, Bouck, & Richardson (2013), teachers express the uncertainty or lack of confidence in using these technologies effectively. This is certainly because of lack of adequate professional development leading towards the potential of these tools remaining underutilized. On top of that, it’s also crucial to empower students to use these tools with awareness of their strengths and limitations. But before that not students, even teachers should be well versed in ways to assist these tools.

Conclusion

When integrated thoughtfully and appropriately used, assistive technologies can be a powerful for the inclusive classroom. Assistive software such as text-to-speech, proofreading and video recordings offers various benefits such as supporting diverse learning needs and also promoting the independent learning. However, success of these technologies integration solely depends on the careful planning and level of knowledge about the tool. Through reflection and continuous learning, educators can harness the potential of AT not only to remove barriers but to redefine what learning can look like for all students.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

 

1. Flanagan, S., Bouck, E. C., & Richardson, J. (2013). Middle school special education        teachers’ perceptions and use of assistive technology in literacy instruction.   Assistive Technology, 25(1), 24–30.

    DOI: 10.1080/10400435.2012.682697

 

2. Peterson-Karlan, G. R. (2011). Technology to support writing by students with learning    and academic disabilities: Recent research trends and findings. Assistive    Technology Outcomes and Benefits, 7(1), 39-62.

 

3. Talbert, R. (2018). How do students with learning disabilities experience online and            blended courses?. Robert Talbert, Ph.D. https://rtalbert.org

Summary on the ict as communicative, informative and co - constructive tool

 

To look into educational field specifically, ICT tools have transformed it drastically by promoting the collaboration, communication and even creativity leading toward inclusive classroom as well. Among uncountable ICT tools, Camtasia, Telegram, and Google Docs stand out the most for their effectiveness in supporting both teaching and learning simultaneously.

Camtasia is an informative tool popularly known for its’ usage of creating instructional videos and presentations for virtual classrooms. Camtasia also enables screen recording, editing, and on top of that features like closed captions, quizzes, and transitions make content engaging for diverse learners promoting active participation. It also simplifies the process to add visuals ads for beginners with its drag-and-drop features and enhances video tutorials through visual as well as verbal explanations. However, Camtasia’s large output file sizes can be problematic for users with older devices or limited storage and it can’t be install in all the computer types.

On the other hand, telegram one of the most powerful communication and information-sharing platform. Its large file support, high-speed messaging and features like group video chats and Telegram bots make it convenient for academic and personal communication at the same time. Telegram is beneficial for learners with varying paces and preferences as it supports both synchronous and asynchronous interactions. In addition to that, its privacy settings, multi-device accessibility and feature like encryption promote secure and flexible learning for diverse learners. Despite its benefits, such as premium-only features and the potential for distraction pose the limitations.

Google Docs as a co-constructive tool promotes collaborative learning allowing multiple users to contribute, edit in real-time, comments supporting the shared knowledge construction. This is great tool for group of learners as well as the educator for effective collaboration despite the geographical barriers. Google Docs supports different learning styles as it enables the integration of hyperlinks, voice and written comments, and images. However, its effectiveness depends on active participation of the learners and the structured guidance from educators to avoid disorganization.

In conclusion, these tools Camtasia (for content delivery), Telegram (for communication), and Google Docs (for collaborative creation) drastically enhances educational experiences for both learners and educator. These tools support inclusive, student-centered learning environments when used thoughtfully and also promotes effective uses of this tool for personal usages at the same time. However, unequal access to technology and digital literacy are some challenges that must be addressed to ensure active and fruitful participation. Providing proper training to maximize the impact of these tools.

 

Reflection on co- constructive tool

 

Co-constructive tool ( google doc)

Landscape of the education has been transformed drastically with support of ICT which allow collaborative learning and co-construction of knowledge. Due to ICT the educational setting has shifted from traditional approach of teacher – centered to more students – centered approach, whereby learners actively participate in creation of knowledge.  

The most significant advantage of ICT is using it as co – constructive tool enhancing the collaboration among students or the learners. Google docs and online discussion forums are co – constructive tools which allow learners to work together in real time, regardless of the location. This allows effective cooperation and encourages learners to engage with diverse perspectives, promoting critical thinking and deeper understanding of the idea or the concept.

Moreover, ICT support the communication beyond 4 square classrooms. Not only locally but co – constructive ict tools allow learners to not only collaborate locally but beyond geographical and cultural boundaries without any haze. Its’ ability to support differentiated learning is one of the critical aspects of ICT as a co-constructive tool. For example, co-constructive tool like multimedia presentation, video discussion will benefit the visual learners while audio leaners can engage with podcast. This flexibility allows students to participate effectively in the discussions.

 Co-constructive tool also have challenges, despite its benefit. Issues such as access to technology, lower digital literacy can affect the effective collaboration. Therefore, providing appropriate support and training to ensure that all students can fully engage with ICT tools is crucial for educators to be mindful of.

One of the most effective and easily accessible co- constructive tools is Google Docs. Google enhances collaborative learning experiences as it has real-time editing feature which allows multiple users to contribute simultaneously. This fosters an environment of co-construction where ideas can be shared, analyze, and refined collectively. This capability encourages students to engage deeply with the content and also enhance the quality of the result. The logical flow of ideas is maintained through structured comments and suggestions, which can lead to more coherent and insightful discussions. For example, while doing assignment I could invite other members through google doc and discuss as well as work on the assignment without having to meet in person. This reduce burden as work can be done easily as well as allow everyone to participate equally.

(Collaboration using google doc)

However, the effectiveness of Google Docs as a co-construction tool depends on how well it is integrated into the teaching and learning process. Without proper direction, there can be instances of disorganization and lack of focus in the collaboration. Moreover, Google Docs supports various learning styles by incorporating images and charts, while also providing a platform for auditory learners through the use of voice comments. The ability to hyperlink resources enriches learners’ learning experience and also encourages students to engage with a wider range of resources. For example, shared Google Doc where students worked on a group project can showcase the evolution of their ideas through tracked changes and comments. 

(Assessment of others' work: beneficial for educator)

CAMTASIA

 Camtasia (as informative tool)

There are lots of informative tools that are effective and commonly used in educational setting. Among various tool, Camtasia is an informative tool that is used in education setting for making presentation for virtual classes and instructional videos for students during situations that demand online classes.

Camtasia is conventional for both academic and personal as a trainee because it allows me to use it for recording tutorial videos plus screen record for my personal and academic use. Camtasia allow me to record my screen and edit it displaying the content allowing me to effectively communicate my ideas with the audience.  Drag – drop down is another feature that makes it easier for me to focus more on the content rather than having to worry about insertion of text, audios, videos or transition. I find this tool easier to use as it doesn’t have much of complex steps to edit the videos which might allow beginner or new user to use it without much of haze.

For ict module we had assignment to record tutorial video for virtual classroom on topic from primary curriculum and I made use of this tool for the tutorial video. To make my video accessible all types of learners, I used closed captions and images as well. These features of Camtasia enhance the video quality making my tutorial inclusive and enjoyable. Camtasia also has feature whereby we can add quizzes and link making tutorial video fun and engaging. While screen recording it even record our face as we explain the displayed contents which means audience could see my gesture and expression while presenting the content making information transmission smoother and effective.

                                              

                                                            (Creating tutorial video)

However, Camtasia is resource intensive whereby computers with less power or older version of computers will face lots of issues, which lead towards hectic editing processes. Though Camtasia has various export formats, it still doesn’t offer various options that other tools provide. Another thing is that the videos created with Camtasia result in large files most of the time which making it difficult to share and store in small sized devices.

Though its’ resource-intensive nature and larger file sizes pose challenges to less powerful computers and limited storage devices. Camtasia is informative tool that allow users to create instructional videos in educational settings with features like quizzes, screen recording, insertion of video, text and even closed captions

(Camtasia tutorial video on teaching 

mixture to grade iv children)