36 6.4 Recommendations for Future
As noted above, the most prevalent barrier indicated in research is a dire need for educators to
have increased training and awareness on choosing and integrating assistive technology into literacy
instruction. A recent study examined which method best supports educators in identifying and
integrating AT such as workshops, webinars, or coaching sessions. Results indicated the most effective
way to train teachers is through the “interaction of professional development (on-the-job training)”
(Atanga, 2017, p.38). Based on this research, I recommend that educators are provided with
“on-the-job” training and coaching sessions focused on how to choose appropriate technology to
effectively integrate it into literacy instruction. Specifically, funding should be set aside so an expert in
assistive technology or instructional coach can co-teach alongside homeroom teachers. Such lessons
should focus on how to choose appropriate AT, and how to integrate them into literacy instruction.
Experts should begin by teaching the lessons and work towards the homeroom teacher taking
control while the expert takes notes providing feedback on what worked well and areas for
improvement. Where funding is not available, I recommend that educators collaborate with their
colleagues who have more extensive knowledge on using technology. Conversations should be focused
on learning about AT and how to integrate it in the classroom. Colleagues with more experience using
the technology can demonstrate to others how to implement it during instruction while others observe
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and take notes for questions afterwards. Furthermore, with the drastic impact that AT has on academic
achievements in literacy, I recommend that policymakers develop policies to ensure that this training be
mandatory for all educators. In addition to this, I recommend, student teachers take courses focused on
technology use during instruction to better support their future work.
The second largest barrier identified across research is the high costs of assistive technology. The
high costs of technology often lead to unequal access among young students, especially for students
from low-income families, or for students with disabilities (Ivan, 2023). Thus my second
recommendation that additional funding be set aside in schools annual budgets to hire an instructional
coach and to purchase assistive technology for students who do not have access to AT. This will
encourage appropriate AT integration, and prevent barriers and learning gaps for low-income students
and students with disabilities which will encourage educators to use AT during literacy instruction.
Given that funds can often be limited and controlled by federal and provincial governments,
where funding may not be available, I recommend that educators search for open educational resources
online that can be utilized by students in the classroom. Furthermore, teachers should adopt a
self-directed learning approach to understanding assistive technology. This can be done through
conducting research online, watching videos, or joining and participating in free workshops and
webinars.