There are lots of brilliant technology solutions available but without a firm solid implementation strategy from a dedicated person, you may as well fling it back in the cupboard or cancel the subscription. You need to plan how you will implement it, which staff and students will be involved in the initial stages, how you will roll it out, when and how you will measure its success and what evidence you will gather.
Supporting Vulnerable Learners for Success
Sometimes, teachers and managers make assumptions and these can cut off the most vulnerable learners from the support they need. In this instance, I am thinking about learners with dyslexia, those in the early stages of acquiring English language, learners with undiagnosed specific learning difficulties and, those who are not accessing reading materials at an age-appropriate level.
Here are some of the assumptions that have emerged from our COVID-19 learning legacy gap that have really opened our eyes:
- There is access to a stable internet connection
- There is access to a personal learning device that works
- The learner has the capacity to assimilate an assistive technology support without the need for training or signposting – e.g., how to use speech to text software
- The learner has fine motor skills and the concentration required for mastery of a new support without guidance e.g., use of shortcuts
- An individual can read instructions and access reading resources, be that on paper or on a device.
- The teacher has the knowledge and willingness to conduct quality-first teaching that supports the use of technology
For many students, the hybrid learning model can be a grey area where the plates of support stop spinning. The only way to bring students out of the blind spot is to ensure an implementation strategy for technology is in place, that it is taught explicitly to students and that it is embedded into teacher training.
Assistive Technology Implementation and its impact
There are some fantastic training resources, assistive technology tools and support for literacy that makes a difference. For example, the text-to-speech ReaderPen from Scanning Pens, a company that provides their text-to-speech scanners with Continuous Professional Development and training opportunities, all available on demand. They recognise that by supporting pedagogy and implementation guidance, impact and evidence of improvement follows.