So much to do, so little time!

Taming the Terrible Twos: Technology and Time

Seven recommendations to tame the time dilemma teachers face when purchasing, implementing, and integrating assistive technology into academic settings.

By: Patricia Myers

I chose this article because in 6701 and so far in 6702, we have read and discussed different types of technology, who needs technology, when to use technology, why to use technology, etc. However, there is a whole other component that is often forgotten or left out, but is a reality for teachers, parents, and students. This article addresses the steps that are involved in getting AT into the schools and gives guidelines that ultimately help save teachers time.

Summary of Article
The article presents seven recommendations or guidelines to help in purchasing, implementing, and integrating AT into academic settings. A checklist can be downloaded from here. The first step presented is to contact and visit existing sites using technology successfully and find out as much information about the systems they have in place. Next, encourage and provide opportunities for students to talk to other students and parents to talk to other parents so that support systems can develop and help the process. It is also important to develop your own support system of other special and regular education teachers. The third step is to involve the county's technology specialist from the beginning to ensure that any purchases made are compatible with the technology in the school system. The next step is to search for products, contact equipment suppliers, and purchase equipment. Then, document the need for AT, types of AT, when and where AT should be used, and plan sessions with student and family. After surviving the months of waiting and preparing, the next step is to develop appropriate workstations to ensure that the student understands how to use the technology. Finally, update technology only as needed remembering how much time was put into the current technology being used.

Application of Article
Although I have very little experience relating to assistive technology in schools, I have shadowed some occupational therapists and I remember them expressing concerns and frustration when the AT equipment that they and the student's parents had worked so hard to purchase wasn't being implemented by the teacher in the school. I feel that this should be taken into consideration and maybe even listed on assessments that are used in school settings. That is, before selecting and purchasing equipment, be sure that the teacher, parent, and student are all in agreement of how, when, where AT is going to be used. It is often not the teacher's fault that the technology does not get used in school, but rather, a lack of communication between the teacher and the AT provider. Therefore, I feel that it is important to involve the teacher in the entire process from the beginning. I think that the guidelines in this article would be very useful for anyone who is trying to purchase, implement, and integrate technology into an academic setting in a timely manner.

Some of these steps may seem like common sense, but each one is extremely important in the process of purchasing, implementing, and integrating AT into the schools. Taking the time to go through and complete each step will save time in the long run. To many students, the only way that they are able to keep up in school is with the support of technology which has become the tool a student uses to be able to learn.