Smart board technology in the classroom for special education - Essay Example

Running head: Smart board technology in the room. Smart board technology in the roomfor special education. Name Institution Technology is indispensable in our lives. Today's standard norm in teaching, involve the use of the latest technologies. Social tagging, digital story telling and interactive white boards are the latest advancements in electronics. They are not only changing our lives but also challenging the way we educate others. The smart board technology is part of the interactive white board technology. It can be described as an assistive technology. It assists the teacher make the learning experience worth while especially for those students with special needs. It is a white board that makes use of the computer and the data projector in teaching and the carrying out of presentations. Computers with windows or mackintosh applications, which are the most common, can support this technology. The images on the computer are projected on the board for better viewing. The good thing about this technology is that it allows for the use of the fingers on the touch sensitive surface as a way of controlling the computer. Thus, instead of students being at the computer they can easily carry out their presentations at the front of the class. More over, through the use of the smart pen, it is also easy to write on the white board. Another important aspect of this technology is that one can also save all the notes that may be written on the board as a computer file. The notes and images created can also be easily printed out. The smart board is of immense help with a wide range of uses. It can be used for presentations, music lessons, mathematics lessons, can be used in assemblies to communicate something to the students, for brainstorming purposes, for language lessons (students can learn how to write stories, learn about verbs an nouns by highlighting them on the board), in art class, and for computer lessons. (Smart board, n.d.) Resources. According to Martin, technology is a vital tool in special education. Special education targets children/students with disabilities/special needs. These needs may stem from mental or psychological impairment. Her writings on special education, technology and teacher education provide a secondary source of literature in support of technology in special education. Edyburn, in the remedial and special education journal also provides more information in support of technology use in special education. Mull & Sitlington in the journal of special education have also provided meaningful insight into assistive technology. Findings. One of the most important issues espoused by Martin has to do with the proper integration of appropriate technology into the education system to benefit all students, those with disabilities and those without alike. Of particular importance is the No Child Left Behind Act. This act should be implemented in schools to ensure that even the educational need of student's with disabilities are addressed appropriately. More over, technology has been found to play a pivotal role in as far as academics, their independence after school, for employment and career purposes and for productivity both at school and in their lives out of school. Particularly, technology is important as it helps these students make full use of their independence advantage in their educational and employment tasks. Secondly, it also helps the children take a more proactive role in class by encouraging their participation even in classroom discussions. This is important because the best way to learn is not only by observing but also by participating/taking part. Through the use of technology, a whole new world of peers, mentors and even role models is open to them. These maybe the instructors who share the technology, their life experiences and may serve to also motivate these children. Technology is also good for self advocacy. Technology can help those who are not quite able to communicate effectively for whatever reason do so effectively. For the child who may not be able to talk, assistive technology, for instance the smart board may be of immense help. This way, they can communicate their needs to the outside world by way of writing or drawing on the board. This places them in a better position as they can be assisted accordingly and not passed over. With technology, the disabled students also have the opportunity to access the full range of educational options. There is no reason why students with disabilities cannot finish high school and even attend college like their normal counterparts. Technology is there to help them. By extension, these students are also able to participate in experiences that were hitherto not possible without technology. More over, technology has been crucial as these students prepare to make that transition into college and later into their respective careers. Without technology think how difficult it would be for these students to grasp what is taught in class and later end up in impressive careers. Martins, also posits that the role of technology in special education is also as good as it is integrated into the learning environment by the teacher. If the role of the teacher is left out, then the technology would not be as effective. For this reason, the teachers need to be competent with the relevant technological skills. The Assistive Technology Act of 2004 has also been a crucial element of special education. According to the Act, any child or adult with disability is provided with assistive technology devices. The role of these devices is so that they can improve the functionality of students with special needs rather than let them deteriorate because of their disabilities. The biggest plus is that these devices are to make their lives that much easier. This is because the devices are supposed to help in their learning, their recreational and even work activities. Accordingly, the law provides that state provide these devices including demonstrations on their usage and even that loans are offered for the purchase of these devices. (n.d.) According to Edyburn, (2003) over the past 20 years, technology use in education has grown immensely. It has been realized that technology boosts not only teaching but also the learning and the performance of the students. Thus, the whole concept of technology in special education lies more in assistive technology such as the smart board. However, instructional technology also occupies a primal role. The Individuals with Disabilities Act of 1997, directed that assistive technology be carefully considered especially during the planning of the Individualized Educational Programmes (IEPs) of students with disabilities. This was to ensure that students with disabilities could make the most of on their learning programmes through access to assistive technology. Nonetheless, constant technological change has had important ramifications. It has led to a critical analysis of how things are done. In education for instance, the curriculum (what is worth knowing), instructions (what is worth teaching) and even assessment (how does the teacher know what the students know) is scrutinized. The aim of this lies in, first of all, improving the academic performance of those students with disabilities. Moreover, it leads to provision of greater access to the education curriculum in addition to enhancing professional development of these students. Just like Martin, Edyburn also talks about teachers' roles in as far as technology in special education is concerned. Teacher training then becomes an important consideration. Without satisfactory teacher training a barrier already exists in the use of technology in special education. If the teachers are not aware of the relevant technology or how to use it, they cannot be of much help to their disabled students. They need to have the relevant knowledge and skill in addition to being able to use them as expected. (Edyburn, 2003) According to Mull and Sitlington, students with learning disabilities are less likely to go to college as compared to their non disabled counterparts. Also, those who are lucky enough to attend college still require assistance so that they can not only stay in school but also eventually graduate. Thus, the use of assistive technology is one way through which these students can be helped. The smart board may make learning that much easier. The Education for All Handicapped Children's Act of 1975 has been of indispensable. Through the Act, students with disabilities are provided with assistive technology. More over, the Individual with Disabilities Education Act of 1990 (IDEA) set in motion the Individualized Education Programme (IEP). In this act the working definition of assistive technology was set forth. In layman terms, this could be any device that could be used to boost, sustain or develop the functional capabilities of a disabled/ handicapped child. However, there are barriers to the effective adoption and implementation of the assistive technologies. The biggest drawback lies in the availability and the cost of the assistive technology. Further more, even after the technology has been purchased, sometimes the students abandon the devices and do not use them any more. There is also need for the students and the teachers to be trained on how the assistive technology devices are to be used. On another level, there is also the debate on who is eligible to use the devices. Thus, to address those issues, the solution lies in first identifying funding sources that will enable schools get the assistive technology. Besides, to prevent the abandonment of the technology, the students' needs are to be carefully assessed. Training is also mandatory before the students and the teachers can begin using the assistive technology. (2003) The relevant issues. It is very clear that technology is very important in special education. Assistive technology especially cannot be stressed enough. It helps students with disabilities maximize their learning experiences. More over the technology also prepares then for life on the outside. However, certain issues come up. For instance, research proves to be a vital tool. This is the only way through which the appropriate technology can be designed and chosen for use in special education. There is need for continued research on the best assistive technologies that can be used in special education. The role of government policies Acts is also a crucial element in special education. (Edyburn, 2003) The government has taken a proactive role in identifying policy actions through which the students with special needs can benefit. For instance the education for all handicapped children's act calls for the students' with special needs to be provided with assistive devices. Without this kind of help from the government, special education would be in an uncertain state. There is need for more government involvement so that such policies can be effectively implemented for better results in special education. Their involvement will also see the provision of funds that are needed in the purchases of vital assistive tools and devices for schools. Another issue has to do with the adequate training of teachers who are involved in special education. (Martin, n.d.) It is important that the teachers are familiar with the assistive technology so that they can use it effectively in class. A big drawback is that teachers do not integrate these technologies into their teaching probably because they may not be aware of their existence or even how to use/operate them Besides this, the students with special needs also need to be trained to use these devices as they can help maximize their learning experiences. (Mull & Sitlington, 2003) According to Bausch, Ault, Evmenova & Behrmann, more awareness is vital to teachers and other professional who work with children with special needs on the availability, use and importance of appropriate technology. (2007) On the other hand, Mull and Sitlington posit that it is also important that students' needs are evaluated before assistive technologies are assigned. (2003) This is important because some students may require them more than others which means that at some point the students who feel they do not really require the assistive technologies may abandon them. The articles are important because they provide insight into the role technology in special education. Students with special need require all the help they can get and this means even assistive technology in the form of say, the smart board. The technology will help them maximize their educational potential. Not only will they learn things that their disabilities would render hard but they are also adequately prepared for their professional careers later on. More over, the role of policies is set forth as an important element in the adoption of assistive technology in special education. Nevertheless, policies would be useless without the innovation and ingenuity of individuals that gave rise to technology in the first place. Research into special education then becomes indispensable as we seek to learn about the technologies that work best, such as the smart board and how they may be improved. The literature provides more insight into the need for the accessibility of the technology. If schools and by extension students with special needs cannot access the smart board, special education is then in deep trouble. Innovations and policies are nothing if the students and teachers cannot access the technology in the first place. The role of teachers cannot be discounted. These teachers need the proper training without which they cannot make effective use of the technology. Still, these teachers should be prepared to go for further professional training to improve on their technological skill and competencies. With advances happen every day in technology this is mandatory. References. Bausch, M. E., Ault, M. J., Evmenova, A.S. & Behrmann, M. M. (2007). Going beyond AT devices: Are AT services being considered Journal of special education technology, 23(2). Edyburn, D. L. (2003). Introduction to the special issue: Insights into the effective and appropriate use of technology in special education. Remedial and Special Education Journal, 23(30). Martin, S. S. (n.d.). Special education, technology and teacher education. October, 29 2008, http://site.aace.org/pubs/foresite/SpecialEducation.PDF Mull, A.C. & Sitlington, P.L. (2003). The role of technology in the transition to post secondary education of students with learning disabilities: A review of the literature. Journal of Special Education, 7(1). Smart board. (n.d.). October, 29 2008, http://www.kenton.k12.ky.us/smartboard/SMARTBoardinfo.pdf Read More