Assistive Technology Trends

 

Assistive Technology

 

Hughes and Roblyer (2023) mentioned how schools are helping students connect to the internet by providing internet service on buses that are parked in internet poor areas.  While this helps students connect to the internet, it doesn’t always ensure that all students can access websites.  One way to increase access to websites is to make sure that the websites are accessible to all students, especially those with disabilities.

In my classroom, I try to use technology that enhances the lesson and meets the needs of my students.  For my visually impaired students, I use high contrast slides.  I also use multiple delivery methods.  I try to offer my students multiple ways to complete their assignments. 

Tutt and Leonard (2025) lists ten edtech tools that can increase accessibility in the classroom.  Of the ones they mention, I want to start experimenting with Google Translate for my ESL students and Google Notebook LM for my students who struggle to process information from readings.  Any technology that I bring into the classroom needs to enhance the lesson and help my students succeed.

References:

Hughes, J. E., & Roblyer, M. D. (2023). Integrating Educational Technology into teaching:
Transforming learning across disciplines. Pearson

Tutt, P., & Leonard, D. (2025, June 6). 10 brilliant uses of Edtech in 2025. Edutopia. https://www.edutopia.org/article/10-brilliant-uses-of-edtech-in-2025

The Good Life Web Assessment

 

Scavenger Hunt with GooseChase

 

GooseChase App for Orientation Scavenger Hunts

 

I chose the GooseChase App as a way to update our Orientation Scavenger Hunt assignment.  In the past we have sent students around campus with a sheet of paper to get signatures from the different offices on campus.  By using the GooseChase App, we can eliminate the need to get signatures and disrupt the offices if they are busy.  Students will still have the opportunity to interact with the offices, but by using the app, they will do so in a way that is more engaging for them.  I am pleased with how easy the missions were to set up on the website.  When I logged into the app to complete the missions, the app was easy to navigate and submit answers.  I feel the students will enjoy using this app to complete the Scavenger Hunt assignment.  They will be able to choose to complete the assignment with teams or as an individual.  It will also allow for more time to complete the assignment.  Currently students only have one class period to complete the assignment.  With the app, the students will be able to work on the assignment outside of class. 

Gaming in the Classroom

 

Gaming can help bridge a student’s academic and social worlds and can help enhance their learning experience (Hughes & Roblyer, 2023).  However, care must be taken to ensure that the game used in the classroom applies to the lesson being taught and is not just being used for the sake of using a game.

Some of the benefits of gaming include making the lesson accessible to all students- especially students with learning disabilities and differing learning styles.  Games can help students understand difficult subjects.  They can provide motivation (i.e., competitions, badges, prizes) for students to complete lessons/ levels (Mohammed et al., 2024). 

Some of the challenges include finding games that enhance the lessons and the learning experience.  Instructors must also be careful not to let the game replace teaching and student interactions.

I only use one type of game in my classroom- Kahoot! I use it as a way to review quizzes and tests.  The main purpose in most of my lessons is to teach students what technology can benefit them in their academic career.  I show them how to use apps and websites for time management and study habits, to enhance their learning. 

Gaming is inappropriate in the classroom when it does not have a clear purpose or does not align with the lesson plan.  It is also inappropriate when it reinforces negative stereotypes or marginalizes certain groups within the classroom (Hughes & Roblyer, 2023).   Care must be taken to ensure that the game used supports and enhances what is being taught and does not reenforce biases.

 

Hughes, J. E., & Roblyer, M. D. (2023). Integrating Educational Technology into teaching: Transforming learning across disciplines. Pearson.

Mohammed, M., Fatemah, A., & Hassan, L. (2024). Effects of Gamification on Motivations of Elementary School Students: An Action Research Field Experiment. Simulation & Gaming, 55(4), 600-636. https://doi.org/10.1177/10468781241237389 (Original work published 2024)

 

Technology Checklist

 

1.      What skill is being taught? All three sources indicated that the skill or lesson being taught is the first consideration.

2.      Can technology enhance the skill or lesson? All three sources indicated that technology use should enhance what is being taught and be beneficial to the students.  They use PowerPoint (slides), Kahoot! and other AI technology (i.e., ChatGPT) as needed.

3.      How easy is the proposed technology to access and use?  Will it require a learning curve?  Two sources indicated that students would use technology, but it needs to be engaging and enjoyable for them.

4.      Is an assessment needed?  If so, is it a physical skill or knowledge being tested?  Two sources noted that they use the Learning Management System (LMS) to give knowledge- based assessments.  One source noted he uses rubrics (built in Microsoft Word) to assess physical skills.

Professional Development