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