Assistive Technology Interventions and Equity Within Literacy Instruction: Comparing Activity Theory Models

Introduction

During the final two decades of the 20^th century, technology use within schools was expected to transform “how teachers teach, how schools are organized, and how students work together and learn” (Culp et al., 2005, p. 20). Technology resources for school-age children were initially concentrated in specialized “computer rooms,” with little attempt to integrate the new technology with any classroom-based curricula.

Much of the technology associated with educational programs for students with support needs, such as wheelchairs, walkers, or leg braces, was meant to address physical support needs. For an instructional environment enhanced through technology, rehabilitation and support specialists also provided assistive technology that included ways to “increase, maintain, or improve functional capabilities” of individuals with support needs (Tech Act, 1988, §300.5). These functional capabilities include literacy in all its forms: reading, writing, and responding verbally to printed or digital texts. Assistive technology solutions for students who require support with literacy tasks are an example of a compensatory approach within education: the technology can compensate for individual differences during reading or writing activities.

As technology advanced in the 21^st century, teachers began to use desktop computers and printers in their classrooms. Internet connections became faster and more reliable, providing access to a wealth of resources previously only available within libraries. However, classroom reading and writing instruction remained nearly the same as it had been in the 1980s. When schools began to offer technology elective classes, these continued to be physically separated from classrooms where students did most of their reading and writing.

Within the last eight to twelve years, the capability to provide computers or laptops to an entire classroom has become a reality for many school districts. The adoption of the Common Core State Standards provided an infusion of funds that allowed schools to upgrade their technology options. The Smarter Balanced Assessment Consortium requires all devices (computers and tablets) used by students during testing to meet certain requirements, so previous computers owned by the school districts had to be replaced.

However, hiring a technology specialist to support testing accommodations does not guarantee that this expertise will be passed along to classroom teachers. During daily instruction, it is unclear whether every student with support needs is fully supported by available classroom computers/tablets. Hew and Brush (2007) noted that there is no standard definition of technology integration in educational settings despite the common use of resources such as laptops, software, and the Internet for instructional purposes. Unresolved questions about teacher training, accessibility, and technology led to the research question for this literature review. There has been a lack of research demonstrating the extent to which secondary and post-secondary classroom teachers have integrated technology into literacy instruction for students with support needs (Hasselbring & Bausch, 2006; Parette et al., 2006; Alper & Rahaninirina, 2006).

Special education service providers are required to facilitate equitable access to the content of school curricula and any technology-based learning resources that support access (Edyburn, 2009; Ottenbreit-Leftwich et al., 2015). Integrating appropriate forms of technology into educational practice can ensure that students make progress during school activities as well as increase their social participation (Hemmingsson et al., 2009). Universal design principles advocate accessible and inclusive learning experiences for students with support needs and recommend integrating technological solutions to support literacy (Davies et al., 2013).