Philosophy of Technology Use in the Classroom
Lauren Bettis
School of Education, Liberty University
Author
Note
Lauren Bettis
I have no known
conflict of interest to disclose.
Correspondence
concerning this article should be addressed to Lauren Bettis
Email: lbettis@liberty.edu
Technology in the classroom has become an overwhelmingly used tool for teaching in schools in recent years and has for the most part replaced the use of textbooks in many classrooms. However, the use of technology in the classroom for students with special needs can be a daunting task for students and one that can negatively impact their learning if not used correctly. Satsangi et al. (2019) suggests that when considering technology for students with special needs, teachers must consider which tools will help the students accomplish their goals while also promoting long-term independence, enjoyment, and discretion. It is an educator’s obligation to reach all students and provide an adequate education while ensuring a positive learning environment. Technology is a way to provide students with an interactive way of learning and for students with special needs this can be a helpful tool for students to reach goals that they may not otherwise reach in a traditional classroom. Assistive technology provides students with special needs to reach a level playing field when it comes to learning and is a way for students to access curriculum in a positive and engaging way. Technology can impact a student’s learning in a way to make their educational experience successful and positive. According to Ok’ and Rao’ (2019) teachers can use technology by seamlessly integrating instructional technology tools and employ built-in assistive features on computers for students with and without special needs. For example, Text-to Speech and Speech-to-Text can provide all students supports for literacy, mathematics, organization, and planning. While technology has proven to be beneficial to students with special needs it has also provided all students a way to learn outside of the box and ensure a positive learning experience for students they otherwise might not get without technology.
Biblical Defense
School and learning can be difficult for students for many reasons. Educators are responsible forhelping students achieve their goals and must find ways in order to do so. The use of assistive technology in the classroom is a way for teachers to help students achieve a positive learning environment through supports. In (New International Version, 1978/2011, Exodus 17:12) it states, “When Moses’ hands grew tired, they took a stone and put it under him and he sat on it. Aaron and Hur held his hands up—one on one side, one on the other—so that his hands remained steady till sunset.” It is important that educators know and understand that students get tired in their education journey for different reasons, but it is an educator’s job to provide a setting in which they can help students feel supported and through assistive technology teachers can do so. (New International Version, 1978/2011, Hebrews 6:10) says, “God is not unjust; he will not forget your work and the love you have shown him as you have helped his people and continue to help them.” God’s drive for others is to help all people, and technology is a way for teachers to help their students, with or without special needs, to achieve understanding and knowledge of the curriculum that is being taught to them. In (New International Version, 1978/2011, James 1:17) is says that “Every good and perfect gift is from above, coming down from the Father of the heavenly lights, who does not change like shifting shadows.” Everything we have here on earth came from above and technology has been provided to us and as educators we must use it for good and help all students in their educational experience.
Conclusion
In
education, teachers are provided tools to help and better the educational
experience for all students. As a
special education teacher, technology and assistive technology make up the
foundations of learning tools in my classroom.
In the classroom we use a web-based site, News-2-You as the center of
our curriculum. Students access this
program through their Chromebooks, who are learning virtually, and, in the
classroom, students can actively engage in this program through our SMART
board. News-2-You is an alternative curriculum that
provides our students to grade-level curriculum on a modified level. However, it still provides our students with
access to the information but on their level.
It has three different learning levels within the curriculum. It reads aloud to our students who cannot
read independently, and it is an interactive program where each individual
child can access the work on the board or their individual computer. Relating back to my summary and biblical
defense, this program allows teachers to help students learn independently,
gain knowledge, and provide students with a positive learning environment.
Ok, M. W., & Rao, K. (2019). Digital Tools
for the Inclusive Classroom: Google Chrome as Assistive and Instructional
Technology. Journal of Special Education Technology, 34(3),
204–211. https://doi.org/10.1177/0162643419841546
Satsangi, R., Miller, B. & Savage, M. N. (2019)
Helping teachers make informed decisions when selecting assistive technology
for secondary students with disabilities. Preventing School Failure:
Alternate Education for Children and Youth, 63(2). 97-104. https://doi.org/10.1080/1045988X.2018.1483314
New
International Version Bible. (2011). The NIV Bible.
https://www.thenivbible.com
(Original work published 1978)
