Assistive Technology in Education

Abstract

This article offers a socio-technical framing of assistive technology design for in-classroom use to enable a better understanding of how to improve educational opportunities and outcomes for learners with disabilities. By addressing social inequities in public education and recognizing user-centered design faults and inadequacies in the current implementation of assistive technology in the educational environment, this paper focuses on understanding the experiences of learners with disabilities. This article discusses challenges faced when adopting such technology and the effects of the current well-intentioned but flawed implementation of assistive technology. The authors highlight the limitations and shortcomings of the current approaches portrayed in previous research and educational practices. The article concludes with a call for a socio-technical approach to the adoption of assistive technology to augment the learning experience for a more inclusive atmosphere, and encourages a deeper appreciation for the interrelatedness between people, educational organizations, and technology.

The Influence of Web-Based Learning on Students' Self-Regulated Learning in High School Chemistry Learning

“…However, the condition of the Covid-19 pandemic triggered educational practitioners in various parts of the world (especially developing countries) to begin thinking about how to integrate technolo gy into education (Abidah et al, 2020;Assidiqi & Sumarni, 2020). Many studies have previously been conducted on the use of technology as an educational support facility, for example as a learning aid (helping students to search for information and knowledge independently (Lin & Wu, 2016 ;Rathore & Sonawat, 2015), as learning media in classroom activity (Hartman et al, 2019;Hikmah et al, 2018;Kusumaningrum et al, 2022 ;Rathore & Sonawat, 2015), as a learning device to assist in doing assignments (Ayon & Dillon, 2021;Roy, 2019), etc. In Indonesia, the emergence of the Covid-19 pandemic became the driving factor and stepping stone for educational practitioners to use technology in education, not as an aiding media but as part of the education system itself (Dinc, 2017;Rathore & Sonawat, 2015).…”