Originally when hearing the words assistive technology, I think about students who have special needs and need tools to help them in the classroom. Assistive technology, however, can be used for all students to enhance learning. The chapter suggested using authentic learning tasks to help students connect their learning to the real world. This is something that our school has really focused on in the past few years. In my classroom we do real-life simulations like creating a store to practice using money or turning the classroom into a restaurant to practice rounding. In social studies, the class might become Congress and go through the steps of passing a law. These opportunities help students see meaning in what they are learning. There are several types of technology that I use, even though I have no students who have IEPs requiring assistive technology. Computer and web programs are used on a consistent basis. Students are allowed to type their writings (especially those who have handwriting difficulties). We listen to reading stories on tape, for those who wear glasses and have eye strain.
This chapter is full of wonderful software ideas that I could use in my classroom. The Kurzweil 3000 program reads aloud text while highlighting the passage. It also includes tools like a dictionary and thesaurus. This type of software would be wonderful to use during guided reading stations so that students are practicing reading skills even when they are not able to meet with the teacher. We do a lot of timed tests in third grade to help students master basic multiplication and division facts. I think the Talking Timer would help all the students better manage their time on these tasks. There are so many kids who are intimidated by the time and this might be something that will help with their anxiety.
I found all kinds of new ideas in this chapter to use in my classroom. Even though none of my students are required to have assistive technology, I know that all of them can benefit from using these ideas. Even something as simple as a pencil grip might help a child become more comfortable with writing and produce better written works. I feel like I now have a toolbox of ideas to use in case I do have a child who requires the use of assistive technology.
I thought this synthesis was really insightful. This chapter was probably my favorite from the book so far because it had such great tools to use in my classroom. Now that I have my SmartBoard, I can even tailor ideas in this text to fit my own students' needs. I think you did a good job of addressing the fact that though you may not have needed assistive technology yet, you might.
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