Speaking Out on the Effectiveness of Research Regarding Educational Technology
Milton Chen, George Lucas Educational Foundation; Gregg Downey, eSchool News (moderator); Cheryl Lemke, Metiri Group; Yong Zhao, Michigan State University, Center for Teaching and Technology, and the US-China Center for Research on Education and Excellence

Today, more than ever, it is critical that technology products, devices, and tools have evidence pointing to their effectiveness. Panelists discussed the latest findings driving the field, and the best practices gleaned from the research. A lively conversation followed outlining effective strategies to communicate research-based findings in user-friendly terms to public and practitioner audiences.

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Aaron, a 13-year-old boy who loves to have fun and laugh, has multiple disabilities that have interfered with his mobility, vision, fine motor, gross motor, and communication skills. He attends his neighborhood middle school where he uses a wide range of assistive technology that has helped him to reach his educational goals. For example, a power wheelchair helps Aaron move around independently at school, computer software with large text and speech capabilities assists him in reading, and an alternative keyboard with large keys and a keyguard allows him to write and interact with the computer independently. Also, texts with large print allow Aaron to see his textbooks easily.

When Aaron first moved to the county where he lives now, his parents found a school district that was extremely welcoming of Aaron and eager to try new and innovative strategies to help him succeed. Aaron's parents were particularly impressed with the county's special education department and the strong leadership that conveyed a sense of vision and direction for everyone working in the district. They found the special education director in particular to be a great advocate for all of the students and someone who was open to assistive technology and the potential it had for improving the lives of students with disabilities.

When Aaron was in the second grade, expectations for him in school began to increase. This was especially true of written work, which is something Aaron has difficulty with due to his limited use of his hands. Aaron had a team of professionals who were working with him, including special education and regular education teachers, a physical therapist, an occupational therapist, a teacher of the visually impaired, a speech therapist, and an instructional assistant, who at this point began to discuss with Aaron's parents the possibility of using assistive technology. This stakeholder collaboration was critical in creating Aaron's success with the assistive technology he now uses. Without the involvement of everyone on this team, Aaron would not have been able to realize the benefits of increased independence and access to the curriculum that he now has. 

Focusing on supporting student learning

"I think leadership and the administrators in a.it increases their productivity. There are a lot of students who are very capable on the computer. Some students don't have that great skill. They're not very quick on the computer but.this gives them the opportunity to practice and get quicker.. Stacey has been able to write more and for a longer period of time.. She has a difficult time with writing paper and pencil but when given.[the wordprocessing device] she can type and type and type." Erin Woodward, Special Education Teacher

Aaron benefits from a school system that has built the capacity to provide ongoing support to staff and students using assistive technology. A countywide assistive technology team, which is funded as part of the special education department, exists to assist with all Individualized Education Program (IEP) teams by providing assistive technology evaluations, consultations, and training. The assistive technology coordinator and other members of the team regularly provide training at schools. They also take responsibility for constantly staying up-to-date on the latest advances in assistive technology. Given the rapid developments in technology, it is critical that professionals be aware of these changes and think about how these changes can benefit their students.

In Aaron's case, the personnel working with him conducted ongoing monitoring to ensure that his assistive technology was updated as necessary to reflect both his changing needs as well as advances in the technology itself. For example, as the challenges in math class grew, Aaron changed from using just manipulatives to also using a calculator with large keys and a large display. As he became better at using his limited vision and manipulating the keys of the calculator, he also began to use a regular calculator.

Aaron's parents and educators all expressed fear and trepidation around assistive technology at first. However, when they began to try different tools and learned about the ways in which Aaron could benefit, they were quickly able to lessen their fear and become more comfortable. 

Reducing fear and becoming comfortable with technology

"In the beginning, I was really kind of shy, the technology part, because I didn't feel like I knew enough of it. But as the time went on and I was able to hook him up and get him going, and seeing the excitement when he was able to type, and it helped me to get excited, and you know, relax a lot." Vicki Lyles, Instructional Assistant

They found that many of their fears were unfounded. For example, Aaron's parents used to worry that by using a power wheelchair, Aaron might become too dependent on the assistive technology and lose the motivation to become independent. However, what they and Aaron's educators have learned is that in fact the opposite is true. Children intuitively want to become independent, and so if they are given the tools, such as a wheelchair, to feel independent, their motivation to become independent will actually increase.

Aaron's success with assistive technology could not have occurred without the support and teamwork that surrounds him every day. Aaron's parents, siblings, and teachers all believe in and hold high expectations for him and are willing and eager to try whatever it will take to help him achieve his potential. With the help of assistive technology, Aaron's independence, ability to master the general education curriculum, and confidence will continue to grow.