Assistive Technologies in the Modern Classroom: Research & Infographic

In today’s diverse classrooms, one size does not fit all—and that’s where assistive technology steps in. From speech-to-text tools that support students with dyslexia to immersive augmented reality platforms for learners with autism, assistive tech transforms how students engage with content and how educators deliver inclusive instruction.

But integrating these tools isn’t always easy. Budget limitations, training needs, and student accessibility issues can stand in the way. That’s why we created this infographic—a visually engaging, practical resource packed with examples, challenges, and classroom integration tips to help teachers navigate the world of assistive technology.

📌 Click the link below to download and save this infographic to your teaching toolbox. Whether you're a new educator or a tech-savvy veteran, this resource will support your mission to create equitable, engaging, and empowering learning environments.

Assistive Technologies in the Modern Classroom: Research & Infographic

Let’s continue to create classrooms where every student can thrive.

References:

• Curry, C. (2024). 12 Examples of Assistive Technology in the Classroom. Built In. https://builtin.com/articles/assistive-technology-in-the-classroom
• Shrivastava, R., & Visser, C. (2024). Assistive Technology in the Classroom. Accessibility Checker. https://www.accessibilitychecker.org/blog/assistive-technology-in-the-classroom/
• Willis, A. (2025). Assistive Technology Power in Classrooms. PCSUM. https://www.pcsum.org/inclusive-classrooms-assistive-technology/

Liberty EDUC 630| Technology Lesson Demonstration Assignment

 

Tiki-Toki Timeline Presentation

I chose to explore Tiki-Toki because it is a tool I have not used before, but one that aligns well with my future goals of teaching history. I will use it in the future because it creates interactive timelines. As a platform designed to create visually engaging timelines, Tiki-Toki offers features that could enhance historical instruction by helping students maintain the correct chronological sequence while also emphasizing key events. Although I didn’t utilize it in this presentation, it provides a feature similar to video games. The built-in gaming component presents an additional opportunity to use it as a formative assessment, allowing students to check their understanding of the timeline content. However, due to occasional lag and the potential for overwhelming first-time users, I would not assign it as a take-home activity. Instead, I would differentiate instruction by providing a structured handout with fill-in-the-blank prompts that guide note-taking during the timeline presentation. For instance, for the event “Capture of Mindoro,” the handout might read, “The Capture of Mindoro was a key event that established ______,” with the expected response being “air superiority.” This approach supports student engagement, reinforces key concepts, and ensures active participation in the learning process.

 

 

 

 

 

 

 

 

References

Hughes, J. & Roblyer, M. (2023). The role of gaming in education: Benefits and challenges. Journal of Educational Technology, 20(1)

Professional Development

 

Abstract

In this video I discuss professional development in education, focusing on two key organizations: AVID and ISTE.

References

AVID. (n.d.). Advancement Via Individual Determination. https://www.avid.org/

Buzzsprout. (2023, May 18). Neurodiverse students and inclusive learning environments [Audio podcast episode]. In ISTE: The Edge. https://istetheedge.buzzsprout.com/1983109/episodes/12870428-neurodiverse-students-and-inclusive-learning-environments

Calm. (n.d.). https://www.choosecalm.com/

ISTE. (n.d.). UDL: Exploring the new frontier of assistive technology in the classroom [Audio podcast episode]. ISTE Podcasts. https://iste.org/podcasts/udl-exploring-the-new-frontier-of-assistive-technology-in-the-classroom

ISTE. (2025). ISTELive 25 Conference. https://conference.iste.org/2025/

McNerney, M. (n.d.). Meredith McNerney. https://www.meredithmcnerney.com/

Polat, H., Kursun, E., Tasdelen, U., Eygu, S., Taslibeyaz, E., & Karaman, S. (2024). Teaching enthusiasm in video lectures: Evidence from two experimental studies. Journal of Research on Technology in Education, 1–24. https://doi.org/10.1080/15391523.2024.2425437

 Welcome to My EDUC 630 Blog

Welcome to my educational blog, created as part of my journey through EDUC 630 at Liberty University. This space is dedicated to exploring the dynamic intersection of education and technology, professional growth, and classroom innovation. As a content creator and aspiring educator, I aim to share valuable insights from my coursework, personal reflections, and real-world applications of instructional strategies.

Here, you’ll find posts that document my growth in integrating technology into the learning environment, reflections on key course readings and articles, and practical tools I plan to use in my future classroom. I’ll also highlight interesting historical facts and ideas that connect the past to modern teaching practices. Whether you're a fellow student, educator, or simply curious about the evolving world of educational technology, I invite you to follow along, engage, and be inspired.

Thank you for visiting—I’m excited to share, learn, and grow with you on this journey.

My Personal Philosophy: Technology in Education

 

Abstract 

This personal philosophy paper explains the integration of technology in education, emphasizing its role in enhancing student learning and preparing them for a digitally-driven world. Exploring the traditional teacher-centered instruction to collaborative, technology-enhanced learning environments and the responsibility one has when integrating technology into their lesson plans. Educators have a professional responsibility to incorporate digital tools, such as Google Drive, to tailor lesson plans and develop students' digital literacy, critical thinking, and adaptability skills. Additionally, this philosophy emphasizes the importance of guiding students to seek the Holy Spirit alongside technological advancements, discouraging the sole reliance of artificial intelligence.

Keywords: technology in education, digital literacy, collaborative learning, spiritual discernment, critical thinking

 My Personal Philosophy: Technology in Education

Technology is now a permanent staple in the United States education system. Whether it is elementary school or post-graduate education, technology is found at the base of the teaching plan. Technology’s integration not only enhances student learning but also aligns with educators' obligations to prepare students for a digitally-driven world. Technology was the catalyst for transforming traditional educational methodologies. The learning experience has changed indefinitely, shifting from the dynamic of teacher-focused instruction to collaborative learning environments. This shift promotes engagement through interactive content, and prepares students for the demands of higher learning. With proper incorporation of digital tools such as Google Drive, educators can tailor their lesson plans to individual learning styles and needs of students.

Educators hold a professional responsibility to integrate technology into their teaching practices to prepare students for adulthood. This obligation is the result of the requirement the modern workforce has for employees to have basic digital literacy, critical thinking, and adaptability. The National Center for Education Statistics (NCES) reported that during the 2019–2020 school year, a significant percentage of public schools utilized educational technology to support instruction, highlighting its role in modern pedagogy (Lewis & Gary, 2021). Trends such as this led the U.S. Department of Education's Office of Educational Technology to emphasizes the importance of integrating technology to support innovative teaching and learning practices across the nation's education systems (Office of Educational Technology, 2017). When school districts incorporate technology into the curriculum, teachers can enhance instructional methods, facilitate collaborative learning, and better prepare students for future academic and careers after high school.  However if educators do not properly utilize technology with the development of students in mind, excessive dependence can diminish critical thinking and problem-solving abilities.

As an educator, I recognize the necessity to integrate technology into my curriculum to equip students for higher education and the evolving workforce. However, my paramount responsibility is to "train up a child in the way he should go; even when he is old he will not depart from it" (Proverbs 22:6, ESV). In a time where technological advancements and social media are pervasive, adolescents may be inclined to seek guidance from peers or artificial intelligence (AI). It is essential to stand firm and teach students that while AI can be a valuable tool, it is not God. As Proverbs 3:5–6 advises, "Trust in the Lord with all your heart and lean not on your own understanding; in all your ways submit to Him, and He will make your paths straight". The Word of God tells us the importance of relying on spiritual discernment over solely human or technological counsel. I want my students to understand that it is ok and more pleasing to the Lord to come to Him frustrated and confused about circumstance, than it is to form solutions of your own will. By imparting that principle within the lesson plans with technology, students can become "wise as serpents" (Matthew 10:16, KJV), prepared to navigate the complexities of the world. They will become familiar of the tactics and tricks of the enemy, and will be able to rebuke and resist sin immediately upon detection. Ultimately, they should "not conform to the pattern of this world, but be transformed by the renewing of [their] mind[s]" (Romans 12:2 NIV).

When I become a teacher, I will emphasize the use of technology as a research tool while guiding students to cross-reference digital information with reliable print sources such as books, journals, or articles. This practice cultivates critical thinking and instills a habit of verifying information. Practical application of this approach outside of the classroom is, confirming a scripture mentioned in a TikTok video by consulting the Holy Bible. Research indicates that reading printed texts enhances comprehension and recall more effectively than digital formats, highlighting the importance of integrating both mediums in education (Delgado et al., 2018). By encouraging students to validate digital content with authoritative print sources, I aim to develop their discernment skills when it comes to technology. This balanced approach not only fosters academic rigor but also aligns with the principle of seeking truth by diligently studying and verifying resources.

 

 

 

 

References

Delgado, P., Vargas, C., Ackerman, R., & Salmeron, L. (2018). Don't Throw Away Your Printed Books: A Meta-Analysis on the Effects of Reading Media on Reading Comprehension. Educational Research Review, pp. 23-38.

English Standard Version Bible. (n.d.). Crossway.

King James Bible. (n.d.). Tyndale House Publishers.

Lewis, L., & Gary, L. (2021). Use of Educational Technology for Instruction in Public Schools: 2019-20. Washington D.C.: National Center for Education Statistics.

New International Version Bible. (n.d.). Zondervan.

Office of Educational Technology. (2017). Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update. Washington D.C.: U.S. Department of Education.

 

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