RESEARCH ARTICLE REVIEW ON EDUCATIONAL TECHNOLOGY

Research Article Review on Educational Technology

Dianna Smith
Brandman University

Author Note
This paper was prepared for Educational Applications of Computers EDUU 551
taught by
Jeff Welch, November 2, 2016
The paper is about assistive technology and how it is practiced in the special
education setting in Singapore, particularly of those with visual impairment (Wong and Law,
2016). It aims to report how educators make decision-making practices relative to the

RESEARCH ARTICLE REVIEW ON EDUCATIONAL TECHNOLOGY

integration of assistive technology in the classroom. Previous research indicates that while
majority of the teachers recognize the increasing importance and benefits of assistive
technology, there is still a gap and disconnect on assistive technology adoption and usage.
Also, there are challenges for teachers in terms of lack of knowledge and skills in using
assistive technology. The paper attempts to address the issues on effectiveness of assistive
technology and student outcomes in special education and to recommend assessment models
to achieve reliable decisions in the future.
The paper defines assistive technology as any equipment used to increase, maintain,
or improve functional capabilities of a child with disability (Wong and Law, 2016). Any form
of service to assist a child with disability in usage of technology is classified as an assistive
technology service (Wong and Law, 2016). The authors conduct a qualitative analysis by
facilitating semi-structured interviews at the Lighthouse School, the only school in Singapore
that hosts visually impaired students. The participants include four elementary teachers, three
of which have 2 to 4 years of experience in elementary level and the other has 34 years
experience in secondary education. It is important to note that only 2 out of the 4 participants
have had training in informational technology, while all participants reported familiarity with
computers and other equipment used in the classroom. The interview questions range from
asking the participants on how they assess the needs of the students, to what decision-making
process was used in acquiring such technological equipment for the students.
Results of the interview have identified four common themes: making a decision,
accessing assistive technology, working together, and increasing capacity (Wong and Law,
2016). First, the study believes that there was an absence of guidance for educators in using
assistive technology. The teachers reported that assessment decisions were based mainly on
observations and without collaborative effort and consultation, which resulted into difficulties
in arriving at a collective decision. Second, there was only a limited time allotted for students

RESEARCH ARTICLE REVIEW ON EDUCATIONAL TECHNOLOGY

to use assistive technology, which is not enough for the students to familiarize themselves
with the usage of such equipment. The teachers added that assistive technology lessons are
not integrated into the subject lessons, due to lack of training in the curriculum. Third, the
study highlights the existence of an informal and limited inter-collegial collaboration among
educators, thus fostering community support. Lastly, the participants recognize the need for
more support and resources in order to properly evaluate assistive technology for their
students.
The study recommends that in order to address the gaps of this research, an
assessment guide or checklist may be helpful for teachers in considering assistive technology
for their students. This creates a structured and systematic process in selecting, adopting, and
considering assistive technology, leading to proper documentation and accountability.
Moreover, the authors believe that a formal collaborative partnership among staff, relevant
agencies, and parents to create support within the community. Lastly, this research highlights
the importance of providing proper training to the teachers, with emphasis on assistive
technology workshops and professional development courses.
In summary, the research identifies that there are challenges in integrating assistive
technology in the special education setting in Singapore. The issues include the lack of
support, training, and resources, and the lack of effective collaboration among stakeholders.
The study has a very limited sample of four participants, which contributes to a skewed data
and insignificant variance. Results may be biased since it is addressing more on an
institutional problem rather than identifying the general issues of assistive technology in
special education as a whole.
Reference
Meng Ee Wong, M., & Law, J. (2016). Practices of Assistive Technology Implementation and
Facilitation: Experiences of Teachers of Students with Visual Impairments in

RESEARCH ARTICLE REVIEW ON EDUCATIONAL TECHNOLOGY

Singapore. Journal Of Visual Impairment & Blindness, 110(3), 195-200. Retrieved

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