Inequitable variations: a review of research in technology, literacy studies and special education

Abstract

This essay presents the results of a review of research published in the last 10 years on the uses of what we term ‘productive’ digital technologies in special education contexts. There is little overlap between research on productive technologies such as digital storytelling in mainstream contexts and research on technology use to support literacy learning in special education classrooms. Analysis centred on theoretical frameworks, research methods, educational contexts and technologies used with children and youth labelled with special needs. The initial sample of refereed journal articles (n = 1,132) was reduced to 14 studies for review. Results suggest large variations in the knowledge base about why, how, when and to what effects productive technologies might be used with children labelled with special needs. The essay presents further areas for theorising and research in the juncture of these separate fields to address the inequitable variations and social justice issues engendered by current research and practice.

Digital literacies through an intersectional lens: the case of Javier

“…Additionally, because Javier was a Spanish-dominant English learner, his case offered opportunities to explore intersections of language acquisition, learning disability and multimodal digital composition that are seldom considered in relation to each other (see Adai et al, 2017, for a discussion of the intersection of the first two categories). Our last motivator was social justice: we wanted to examine what happens when we redistribute resources such as digital video composing to children like Javier, who seldom have access to such productive technologies (Pandya and Ávila, 2017). These varied considerations made Javier an appealing subject around which to craft a case.…”

“…iPad apps, computer programs). Pandya and Ávila (2017) argue that children with disabilities are often left out of productive digital literacies practices; this project both redistributed those practices to a student with special needs and afforded us the opportunity to explore the intersectional identities visible in Javier's digital artefacts.…”

Speech-to-Text Technology as an Inclusive Approach: Lower Secondary Teachers’ Experiences

“…with respect to reading and writing. However, there is little overlap between research on educational technologies used in full-class environments and technology used to support literacy in special education interventions (Pandya & Avila, 2017).…”