Video created for teaching and learning with ict integration

 

Image of informative tool

 ICT, or Information and Communication Technology, is a powerful informative tool that allows for the rapid dissemination and access to information in various formats, including text, graphics, sound, and video. It leverages digital technologies to store, manage, and communicate information efficiently, making it an essential tool for education, business, and personal use

Image of Assistive technology

Assistive technology plays a crucial role in inclusive education by empowering differently abled children to actively participate in learning. The image illustrates various assistive tools such as text-to-speech, mind mapping, visual aids, built-in accessibility features, and hearing devices. These tools support diverse needs—whether for mobility, vision, hearing, communication, or cognitive functions—ensuring equitable access to education. ICT enables personalized learning and independence, helping students overcome barriers and thrive in the classroom environment.

Reflection on assistive technologies

Inclusive learning is key in today's education, aiming for equal chances for every student, including those with physical or thinking challenges. Among tools supporting this, assistive tech like Braille Notetakers (for vision issues) and Amplifiers (for hearing issues) stand out as game-changers. This reflection discusses these tools, their fit in inclusive classrooms, backed by studies and real stories.

Understanding Assistive Technologies in Inclusive Learning

As explained, assistive tech means "any item or system used to boost or improve abilities of a child with a disability." Inclusive teaching values differences by making classrooms where everyone feels important and supported. Here, assistive tech acts like bridges, connecting students with disabilities to the same learning and social experiences as their classmates.

Braille Notetaker: Empowering the Visually Impaired

A Braille Notetaker is a portable gadget with a refreshable Braille screen and word-processing. It helps blind students read/write Braille, go online, take notes, do homework, and access digital lessons. Per the presentation, it lets students work alone, both at school and home.

A strong example is Dr. Sanga, born blind in rural Trashiyangtse, Bhutan. Despite this, he finished early school at Khaling Mingseling (for visually impaired students). Using Braille tools, including a Notetaker, he passed his class 12 exams brilliantly. He later earned a Master’s in Canada, at a university well-equipped with Braille tech. Today, Dr. Sanga works as a physiotherapist, proving the power of inclusive education and tools like Braille Notetakers.

For teaching, the Notetaker builds independence, boosts schoolwork, and lifts confidence. It reduces constant help needs and lets learners access resources at their speed and format. However, problems like high cost, limited teacher training, and lack of local Braille content still need fixing in Bhutanese schools.

Amplifiers: Giving Voice to the Hearing Impaired

Amplifiers, like hearing aids, boost sound. They help hearing-impaired students join class talks and audio lessons. The PowerPoint notes these as vital for inclusive learning, helping students understand sounds better.

A famous global story is Dr. Marlee Matlin, a US actress deaf from age 18 months. Using hearing amplifiers and speech therapy, Matlin became the first deaf person to win an Oscar. She often shares how hearing aids helped her connect with others and build skills for her career. In class, amplifiers can be personal aids or FM systems sending the teacher's voice straight to the student. These tools boost learning and cut mental tiredness by making listening easier. This supports studies showing such tech ensures fair education, stopping learners with hearing issues from falling behind (WHO, 2021).

Appropriateness and Critical Analysis of the Tools

The Braille Notetaker fits well for blind students in both cities and villages, like Bhutan where inclusive rules are growing. It links to common digital tools, allowing personal and independent learning. Yet, its high price and need for special teacher training are limits needing government help and policy action.

Amplifiers are cheaper and easier to get, good for wider use. They help most in regular schools where kids with some hearing loss join normal classes. But, their use can be hurt by noisy rooms, short battery life, and sometimes embarrassment wearing them. So, schools must create supportive spaces encouraging tool use without shame.

Conclusion

Both Braille Notetakers and Amplifiers are powerful tools for inclusive education. They let students with seeing or hearing disabilities access the same learning as peers. Real stories like Dr. Sanga and Marlee Matlin show their huge life-changing impact. While they need money, training, and understanding, their long-term good for learners and society is clear. Schools and leaders must work together to weave such assistive tech into regular education – not as extra help, but as basic tools guaranteeing every child's right to learn, join in, and succeed.

References

Braille Institute. (n.d.). Braille notetakers. https://www.brailleinstitute.org

Matlin, M. (2009). I'll Scream Later. Simon & Schuster.

Microsoft. (n.d.). Use Narrator to read and interact with your device. https://support.microsoft.com/en-us/windows/use-narrator-to-read-and-interact-with-your-device

World Health Organization. (2021). Assistive technology. https://www.who.int/news-room/fact-sheets/detail/assistive-technology

Image of communicative tool

Think of Telegram as a super-powered messaging app. It lets you send texts, pictures, videos, and voice messages to individuals or groups – just like texting, but often faster and more reliable. You can even make voice calls.

> What makes it special?  

> Groups: You can chat with lots of people at once – best for big project teams or clubs.  

> Sharing Stuff: Sending huge files (like videos or documents) is super easy.  

> Channels: These are like one-way broadcasts. Follow channels (like news or your school) to get updates without the chat clutter.  

> Cloud Storage: Everything you send or receive is saved online. You can access your messages and files from any phone or computer without losing anything.  

> Edit/Delete: Made a typo? You can fix messages you already sent, or delete them completely for everyone.

Basically, telegram is more than just chatting. It's a powerful, free tool for talking, sharing, and organizing information with lots of people smoothly. Great for friends, families, study groups, or communities!

Reflection on ICT as informative tools

 In this, we explored informative tools, which are mainly used to deliver content in an organized and engaging way. Examples include PowerPoint presentations, videos, e-books, simulations, and mind maps. These tools help simplify complex information and support various learning styles.

The presentation was informative and clear. I particularly appreciated how it linked informative tools with cognitive learning theories, emphasizing how visual and auditory inputs enhance memory and understanding. For instance, using infographics to explain scientific processes or timelines in history lessons helps students process information more effectively.

Critically, I see both advantages and limitations. On the positive side, informative tools support clarity, structure, and motivation. However, they can also lead to passive learning if the teacher becomes overly reliant on them without promoting student interaction. A beautifully designed PowerPoint is only as effective as the engagement it generates. Moreover, not all students may benefit equally from visual-heavy content, especially those with visual impairments or attention difficulties.

The key takeaway is that informative tools must be paired with interactive strategies like questioning, discussion, and reflection to truly enhance learning. Teachers need to be intentional in their design, ensuring that visuals and texts complement each other and do not overwhelm or distract learners.

Overall, this session made me reflect on my own use of informative tools. I now see the importance of aligning tools with learning objectives and learner needs. It’s not about flashy slides or colorful charts it’s about how effectively they support understanding.

Reflection on ICT as Assistive Technology

 One of the ICT tools in EDT201 is ICT as an assistive technology. The session on assistive technology highlighted how educational tools can bridge the learning gap for students with disabilities. I learned that assistive technology includes a wide range of devices and software like screen readers, text-to-speech programs, Braille displays, and hearing aids, aimed at supporting students with diverse learning needs.

From an information standpoint, the session clearly explained the difference between low tech and high-tech assistive tools. It emphasized the role of these tools in promoting independence, active participation, and inclusive learning. Importantly, assistive technology aligns with the principle of Universal Design for Learning (UDL), where access to education is tailored to all learners.

Critically reflecting on this topic, I realized that while assistive technology can be a powerful enabler, its effectiveness depends heavily on how it is used. Teachers must understand not just the technical functions but also how to align them with individual student needs. For instance, a speech-to-text tool is only effective if a student is comfortable using it and if the learning environment supports its use. Without proper teacher training and infrastructure, these tools risk being underused or misused.

Another insight was the importance of empathy in choosing assistive tools. It's not about "fixing" the student but about adjusting the learning environment to ensure every child has equal access to knowledge. This shift in mindset is essential for truly inclusive education.

In conclusion, assistive technology is not just a support mechanism but a right for students who need it. This session deepened my appreciation for the role of educators in identifying, implementing, and advocating for these tools. It reminded me that meaningful inclusion is not only a matter of access but also of understanding and thoughtful practice.