34 6.3 Discussion
In recent years there have been significant advances in digital technologies (Abdi et al., 2021).
With the large amount of new emerging assistive technologies available, the field of education is quickly
and drastically changing. Recent research has shown that incorporating assistive technology in
elementary level literacy courses is beneficial for all students, and that Early Childhood Educator (ECE)
teachers may not have the proficiency in AT to facilitate inclusion (Schladant et al., 2023). Therefore it
is essential to analyze any barriers, opportunities, and trends to improve academic achievements in
elementary level literacy classrooms.
Current State of Topic
Research indicates that AT has a positive impact on struggling readers’ academic achievement in
literacy (Cheung et al., 2013; Spooner et al., 2014; Flanagan et al., 2013). While Cheung notes its impact
on reading abilities, especially in small group instruction, Spooner suggests that AT increases listening
comprehension skills, communication and understanding and student independence. Similarly Flanagan
attests that AT increases students ability to learn and work independently, especially with respect to AT
that students expressed a significant level of interest in. This highlights the importance of understanding
students’ needs and interests to select suitable AT for literacy instruction. There are a variety of
interventions available to assist educators in successfully implementing AT in literacy instruction.
Firstly, the Student Environment Task Tool (SETT) framework proposed by Marsh et al., (2021)
is an easy-to-use planning tool used to identify a child’s need for and to select appropriate AT. The SETT
framework assists educators in choosing appropriate technology for their student by providing a list of
specific questions related to the student, their environment, their task, and considerations of AT.
Following these guidelines will support the educator in choosing the most appropriate technology for
their student which will increase student engagement and overall success in literacy skills (Marsh et al.,
2021).
Other interventions such as professional development (PD) training produced a positive impact
on educators’ ability to successfully integrate AT in elementary level literacy instruction (Schladant et
al., 2023). This PD training was quite intensive consisting of self-guided online learning modules,
in-person coaching sessions on how to integrate technology, and a classroom kit of AT devices. Such
devices ranged from no-tech, low-tech, and high-tech devices to support a wide range of students. After
working on the independent modules, teachers were expected to demonstrate their learning during the
in-person coaching sessions. Overall, this PD training led to increased knowledge and confidence in
teachers to successfully implement AT.
Utilizing these two interventions can assist educators in choosing and integrating appropriate
technology for students. Edu