Reflection on Assistive Technologies

In today’s diverse classrooms, assistive technologies play a pivotal role in ensuring that all learners, regardless of their physical or cognitive abilities, have equal access to education. These tools not only promote inclusivity but also empower students with disabilities to learn more independently and meaningfully. In this reflection, I explore two widely used assistive technologies: screen readers and speech-to-text software, discussing their effectiveness, relevance, and contribution to inclusive education.

1.Screen Readers: Improving Learning for People with Visual Disabilities

Screen readers are used to translate digital text into either spoken or Braille text. JAWS (Job Access With Speech) is well known among the world’s top screen readers. Visually impaired students rely on screen readers to explore computer environments, go through electronic study materials and participate in school management platforms.

Educators use screen readers because they support Universal Design for Learning (UDL) which recommends using numerous methods to present information (CAST, 2018). Because they provide written text in a format students can listen to, screen readers help more students participate in classroom activities. Students may read set materials, join in with online discussions and complete quizzes all by themselves, without needing anyone else.

Although screen readers are very helpful, the quality of their results is affected by the accessibility of what is being read. Teachers are responsible for confirming that all teaching materials—PDFs, PowerPoint slides and websites—are accessible (for example, by organizing headings, using alternative text for images and making the writing easy to read). When content isn’t accessible, screen readers can only do so much.

Using screen readers in inclusive classrooms encourages fellow students to feel empathy and notice differences. They can add activities to educate students who can see about what it’s like to have vision impairments. Because of this, assistive technologies make learning inclusive and help both the learner and other students feel connected.

2. Speech-to-Text Software: Empowering Learners with Writing Difficulties

Speech-to-text software, also called voice recognition software, turns the things we say into written form. When teaching students with these issues, teachers turn to Dragon NaturallySpeaking and Google Docs Voice Typing.

This technology has a strong impact on students who have difficulties controlling their movements or developing their spellings. Since speaking into a microphone is an option, learners can create their written work, respond to questions or take notes with greater ease. As a result, they spend their energy on what their answers say, rather than on how their responses are constructed.

Looking at speech-to-text tools critically, they can raise students’ confidence and determination. Behrmann (1995) explains that assistive technology gives students the independence and belief in themselves they need for academic achievement. If students get tools that match their requirements, they become more interested in learning and participate more while lessons are happening.

Yet, as with all tools, there are some limits to speech-to-text software. Transcription is not always accurate because of sounds in the background, how clearly people are talking and their accents. Still, some students will require guidance and practice in how to use the software. If a certain technology fails, teachers should give students other choices.

Spite these difficulties, it is clear that using these tools in inclusive classrooms is appropriate. It serves students with different requirements and encourages equality among them. Besides, it helps those who are studying a second language by letting them express their views more clearly.

How suitable are the technologies being used?

Both screen readers and speech-to-text devices prove themselves to be very suitable for use in inclusive classrooms. They deal with particular learning problems and encourage learners to be involved and independent. Success in using these tools depends also on educators being sensitive to their students and prepared to use them.

Teachers have to be aware of the available technology, Internet and devices to make best use of online teaching tools. Teachers operating in places with limited resources have to look for open-source software or affordable programs.

At the same time, the introduction of assistive technology should be matched with regular assessment. Teachers are responsible for watching whether the chosen technology truly helps the students learn appropriately or if changes are required. What students say about the tools is important for making them better.

Conclusion

Assistive technologies are necessary for creating classrooms that treat all students equally by providing options for learning. Assistive technology such as screen readers and software that turns speech to text demonstrates how it can support people’s learning. Yet, whether these tools work well or not is influenced by how thoughtfully teachers use them, how easy the material is to find and how knowledgeable and willing teachers are. Going forward, we must think of assistive technologies as necessary parts of inclusive teaching instead of as tools we use only when needed. Our job is only done once every student can take part in the learning process.

References

Behrmann, M. (1995). Assistive technology for students with mild disabilities. ERIC Digest.

CAST. (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from https://udlguidelines.cast.org

ICT VIDEO

 

Reflection: ICT tool (Google Meet)

 

We were introduced to Google Meet as part of a group activity. Our lecturer divided us into groups and asked each group to schedule a Google Meet session, inviting the lecturer as a guest. This activity was designed to help us understand how the tool works and how it can be used for communication, especially in virtual learning or teamwork settings.

                         

 My group successfully scheduled the meeting using Google Calendar, which automatically created a Google Meet link. We added our group members and our lecturer to the invite. The process was straightforward, and it showed me how well Google Meet integrates with other Google tools, making it easy to set up meetings and notify participants. We took the time to explore the platform and its features. I learned that Google Meet has several useful tools like screen sharing, which would allow someone to present slides or documents during a discussion. There’s also a chat feature for messages during the call, and options to mute/unmute, turn video on or off, and adjust the layout based on how many people are in the meeting.

 

 I didn’t know that Google Meet had such a feature called live captioning feature, which can automatically display text while someone is speaking, a really helpful tool for better understanding in noisy environments or for people with hearing difficulties. Even though we didn’t get the chance to try out all these features during our session, exploring them gave me a clearer picture of how Google Meet can support both learning and collaboration. I now understand how useful it can be for group projects, online classes, and even professional meetings. In the future, I definitely want to try out the features myself, especially screen sharing and live captions, so I can feel more confident using them when the time comes. This activity reminded me that knowing how to navigate virtual communication tools is an important skill, not just for school, but also for the real world.

 

Reflection: ICT tool (Google Classroom)

A while ago in our recent ICT class, we were introduced to Google Classroom, and we had the chance to explore it by creating our own virtual classroom. I had heard about Google Classroom before, not only heard but during covid time, google classroom had been our primary source of learning, which was imposed byt the government and every school had to use it, but I had never actually created one myself, so this activity gave me a hands-on experience and helped me understand how useful this tool really is, especially in a learning environment.

 

 Our task was to create a classroom from scratch, invite some of our friends to join, and explore the features that make it work. At first, I thought it might be a bit complicated, but I was surprised by how user-friendly and organized the platform is. Setting up the class was simple, we just gave it a name, chose a subject, and added a short description. Once that was done, we invited others by entering their email addresses or sharing the class code, and they were able to join easily. What stood out to me the most was how well everything is structured in Google Classroom. There are separate sections for announcements, assignments, materials, and classwork, which makes it easy to stay organized. I tried posting an assignment and setting a deadline, and I could see how helpful that would be for both teachers and students to manage their tasks in one place. The "People" tab also made it easy to keep track of who joined the class and what their roles were.

 

 Another great feature I noticed was how everything is connected to Google Drive. All the assignments and documents can be stored and accessed there, which makes it really convenient for organizing class materials. There’s also an option to schedule posts, attach files, and even add quizzes through Google Forms, which makes it a powerful tool for both teaching and learning. Overall, I found this Google Classroom very useful. It gave me a better understanding of how Google Classroom can be used in real educational settings. It’s more than just a place to post announcements, it’s a full system that supports teaching, learning, and communication. I now feel more confident using it, and I can see how valuable it can be for students, teachers, or anyone managing online learning. This experience definitely opened my eyes to how technology can make education more accessible and organized.

Reflection: ICT tool (Google Docs)

 

 In recent class we were introduced to the Google Docs, I thought of Google Docs as just a place to type up assignments or notes. But after working on this group work, I’ve come to see how much more the tool can actually do, especially when it comes to working together with others. For the activity, our class was split into groups and asked to design a game or activity using Google Docs. My group created a simple but fun game called “Story Builder” where each person adds one sentence to build a story.

 While the game was enjoyable, what really made the experience smooth and effective was the tool we used. One of the things I liked most was being able to work on the same document with my group at the same time. We didn’t have to keep sending files back and forth or wait for someone else to finish their part. Everyone could jump in, write, edit, or leave comments in real-time. It felt like we were all sitting around the same table, even though we were working on different devices. Sharing the document was also really easy. We just typed in the email addresses of other group members and later, members from other groups could join the document instantly.

 We learned how to manage settings too, like deciding who could just view, who could comment, and who could actually edit. That might seem like a small thing, but it’s something I know I’ll use again, whether it’s for school or even for future group projects or jobs. 

Another useful part was how easy it was to format everything. From organizing the layout to using headers and tables, Google Docs helped us keep things neat and readable. We could also see the version history, which was great for keeping track of changes or fixing mistakes. Overall, this activity helped me understand the real value of Google Docs, not just as a writing tool, but as something that makes collaboration much easier. It’s simple, flexible, and actually kind of fun to use when you’re working with others. I feel more confident now using it for different kinds of tasks, and I’m glad we got to explore it more deeply in class.

 

ICT basic guide

 what is ICT?

ICT in short for "Information and Communication Technology". It is all the technologies used to handle telecommunications, broadcast media, audio-visual and so on. It is all the equipment and systems that helps us communicate, store, and process information.

Key Elements of ICT: 

1. Devices: computers (desktops, laptops), smartphones, tablets, printers and scanners.

2. Software: Operating systems (windows, macOS, android.) and Applications (MS Word, Excel, Zoom, email apps).

3. Networks and Internet: WiFi and cellular data, web pages, social media, and email.

4. communication Tools: Video conferencing apps (Zoom, skype), Messaging apps (WhatsApp, Messenger, Telegram) and Email.

Why ICT matters?

It makes people easy to communicate more efficiently and faster.

It simplifies accessing and sharing information.

It supports business, education, healthcare, and day to day living.

Real life Examples:

looking up information on Google.

Calling your friends and relatives through video calls on WhatsApp.

Taking online class through Zoom and Google Meet.

Tips for beginner:

Strat by learning basic computer skills (typing, use of the mouse)

Learn to operate standard software like Word or Excel

Learn safe internet use and online privacy.

Learn how to communicate through email or messaging programs.

Ms. Seductive

 

Did you notice me looking at you

All the way from the other side of the room

Now honey you caught my eye from a mile away

Was on my way leaving but now I might have to stay 'cause you

There is just something 'bout you

Maybe it's the way you walk girl

But I just could not figure out

Why you give me butterflies when I

Simply just look at you why must I fall for you ooh ooh ooh

Or why I can't think of words when I

Simply approach you I don't know what to do ooh ooh ooh

Is it those eyes or those lips

Or the way you sway those hips or maybe your hair

How it shines Ms. Seductive I can't help but try

Cause darlin' it's you

There is just something 'bout you

Maybe it's the way you walk girl

But I just could not figure out

Why you give me butterflies when I

Simply just look at you why must I fall for you ooh ooh ooh

I couldn't help myself if I wanted to

It feels like I'm in a dream please make this last

'Cause I just cannot help the fact

That you give me butterflies when I

Simply just look at you why must I fall for you ooh ooh ooh

Or why I can't think of words when I

Simply approach you I don't know what to do ooh ooh ooh