Inclusive Tech Classroom Plan

For this assignment, we were tasked with creating a plan for thoughtful assistive technology (AT) integration for equitable language acquisition in a classroom setting. I decided to focus on language learners with dyslexia, as many ELLs do not receive a timely diagnosis and intervention. Through my research, I learned how integrating AT can support language learners with dyslexia with classroom reading and writing tasks. I also learned about the many obstacles to successfully integrating technology in the classroom, including financial constraints, lack of teacher training, and insufficient student digital literacy skills.

One of the key takeaways from this assignment was that students might resist or avoid using AT in the classroom if they are self-conscious about dyslexia and want to avoid being “different” from their peers. I learned that instructors can counteract this resistance by making AT available to all students when possible, making it a routine part of the classroom, and have students act as experts in the AT and help peers with it when possible. Most students, no matter their age or level, can be self-conscious about being different from their peers, so this recommendation also applies to ELLs in general education classes and can help guide me in crafting classroom technology practices that ensure learners feel safe and respected, rather than singled out. 

I am confident that I will use the knowledge and skills I gained in this assignment as a middle school ESOL instructional aide to help students access curriculum and classroom materials.