ICT in Teaching and Learning

 

 

Reflection on Assistive Technologies With the rapid advancement of educational technologies, assistive technologies have become instrumental in bridging learning gaps for students with disabilities. Two such tools—Job Access with Speech (JAWS) and Text-to-Speech (TTS) technologies—have proven particularly valuable. This reflection critically examines how these tools are used in inclusive classrooms, drawing on academic literature and practical application to assess their appropriateness and effectiveness. The foundation of inclusive education is the belief that all learners, regardless of their physical, intellectual, social, emotional, linguistic, or other conditions, should have access to high-quality education.   JAWS: Job Access with Speech The Freedom Scientific screen reader JAWS was created particularly for blind and visually challenged people. It gives users audio input so they can access computer activities. In addition to enabling keyboard-based navigation, the soft...

 

ICT integration models 1. SAMR Model The SAMR model, developed by Dr. Ruben Puentedura, describes the levels of technology integration in four stages: Substitution, Augmentation, Modification, and Redefinition. • Substitution: Technology acts as a direct substitute for traditional tools without significant functional change. • Augmentation: Technology acts as a substitute but with added enhancements, improving the efficiency or quality of the task. • Modification: Technology allows for significant task redesign and transformation of the learning activity. • Redefinition: Technology allows for the creation of entirely new tasks that were previously inconceivable without it. Application in a lesson: • Introduction: At the beginning of the lesson, you could start by substituting traditional tools with technology (e.g., using a digital whiteboard instead of a chalkboard). • Main Activity: Move to augmentation where you enhance the activity with interactive tools (e.g., using a collaborati...