34 6.3 Discussion
In recent years there have been significant advances in digital technologies (Abdi et al., 2021).
With the large amount of new emerging assistive technologies available, the field of education is quickly
and drastically changing. Recent research has shown that incorporating assistive technology in
elementary level literacy courses is beneficial for all students, and that Early Childhood Educator (ECE)
teachers may not have the proficiency in AT to facilitate inclusion (Schladant et al., 2023). Therefore it
is essential to analyze any barriers, opportunities, and trends to improve academic achievements in
elementary level literacy classrooms.
Current State of Topic
Research indicates that AT has a positive impact on struggling readers’ academic achievement in
literacy (Cheung et al., 2013; Spooner et al., 2014; Flanagan et al., 2013). While Cheung notes its impact
on reading abilities, especially in small group instruction, Spooner suggests that AT increases listening
comprehension skills, communication and understanding and student independence. Similarly Flanagan
attests that AT increases students ability to learn and work independently, especially with respect to AT
that students expressed a significant level of interest in. This highlights the importance of understanding
students’ needs and interests to select suitable AT for literacy instruction. There are a variety of
interventions available to assist educators in successfully implementing AT in literacy instruction.
Firstly, the Student Environment Task Tool (SETT) framework proposed by Marsh et al., (2021)
is an easy-to-use planning tool used to identify a child’s need for and to select appropriate AT. The SETT
framework assists educators in choosing appropriate technology for their student by providing a list of
specific questions related to the student, their environment, their task, and considerations of AT.
Following these guidelines will support the educator in choosing the most appropriate technology for
their student which will increase student engagement and overall success in literacy skills (Marsh et al.,
2021).
Other interventions such as professional development (PD) training produced a positive impact
on educators’ ability to successfully integrate AT in elementary level literacy instruction (Schladant et
al., 2023). This PD training was quite intensive consisting of self-guided online learning modules,
in-person coaching sessions on how to integrate technology, and a classroom kit of AT devices. Such
devices ranged from no-tech, low-tech, and high-tech devices to support a wide range of students. After
working on the independent modules, teachers were expected to demonstrate their learning during the
in-person coaching sessions. Overall, this PD training led to increased knowledge and confidence in
teachers to successfully implement AT.
Utilizing these two interventions can assist educators in choosing and integrating appropriate
technology for students. Educators without access to structured PD sessions can expand their knowledge
by engaging in self-directed learning such as watching online tutorials on integrating technology or
connecting with colleagues who have more experience in this domain.
Challenges in Implementing Assistive Technology
Despite the positive impacts of integrating technology into literacy instruction, educators experience various challenges and barriers with implementation. High costs and a lack of teacher knowledge and training on AT are the most common barriers for educators effectively implementing AT (Schladant et al., 2023; Marsh et al., 2021; Flanagan et al., 2013; Ivan, 2023; Maich & Sider, 2014).
With the rapid growth of assistive technology, teachers are often left unprepared for supporting their use
in the inclusive classroom. While important to incorporate, assistive technology is not effective in
improving literacy skills on its own. Much of the success comes from the “role of the teacher, the nature
and quality of professional development and follow-up” (Cheung & Slavin., 2013). Therefore it is
essential to provide educators with proper training so they are able to integrate assistive technology in
literacy instruction effectively.
Further research indicates equal access to technology is indeed a barrier, especially for youth
who have Autism Spectrum Disorder (ASD) or Attention Deficit Hyperactive Disorder (ADHD) (Ivan,
2023). Moreover, consistency is another issue in integrating technology. Ivan (2023), suggests that
families impact students’ abilities to effectively use AT by encouraging or preventing its use at home.
Lastly, due to the varying needs of young students, a single device may not provide all of the elements
required to fully support students in improving literacy skills and working independently (Spooner et al.,
2014).