Technology in schools is not a new idea, but this research study found the sheer amount of restrictions placed on the machines – from the tools and software available, to access to the computers themselves – is drastically reducing the amount of learning potential computers are supposed to uncover. Essentially, key pedagogical decisions are being made at the level of IT specialists, not by teachers who want to give students maximum access to multiple means of representing information.
Computers in schools need to be wireless and mobile and equipped with a wide range of assistive technologies that are easily accessed, customized and personalized by teachers and students. Computer technologies and the networks that support the technology need to be designed to be learner-focused.
During the course of this research study, principals were made aware of teachers’ difficulty in meeting the learning needs of students because of lack of access to assistive technologies. They requested district technicians come to the school to create greater access for both teachers and students. It’s exactly this type of advocacy and instructional leadership that’s required to create accessible classrooms for all students.
