The use of interactive computer programs in an educational setting is often intended to motivate students (Boyle et al., 2016; see also our previous blog post on technology use to motivate young readers) and offer more individualized learning to meet the diverse needs of students (Vasquez & Straub, 2012). In recent years, the quality and quantity of computer programs have increased so dramatically that their use is now pervasive in K-12 classrooms (Gray, Thomas, & Lewis, 2010). The investment in educational software and digital subscription services in United States schools already totaled about $8 billion in 2013, the last reported record of expenditures, and it continues to rise. Digital tools and opportunities commonly are integrated with face-to-face instruction to create a blended learning environment (Greer, Rowland, & Smith, 2014). Multiple review articles looking at the current state of blended learning research across various ages of students and settings have found significant positive effects. However, most research has been with college students, while the number of studies conducted in elementary or secondary schools remains small. In one meta-analysis, only 5 of 176 studies reviewed were conducted in kindergarten through Grade 12. Another review found only seven studies in elementary or secondary schools that employed a rigorous research design capable of assessing the effectiveness of blended learning. The limited number and rigor of studies make it difficult to draw firm conclusions about the benefits of blended learning. In addition, some researchers caution that students may struggle to comprehend large blocks of text that require scrolling or navigating among multiple screens. Teachers must understand how to capitalize on the benefits of incorporating different types of technology in literacy instruction (e.g., electronic books, reading intervention programs) while minimizing the potential pitfalls.
Educational technology versus assistive technology
Educational technology that all students might access as part of the normal course of literacy instruction should be distinguished from the subcategory referred to as assistive technology. Software and hardware that are purposefully identified for use by students with disabilities to complete academic and everyday tasks are considered assistive technology. A student’s Individualized Education Program (IEP) or 504 plan should include any assistive technology needs, and the purpose of that technology should be made clear to the student’s teachers. Once properly described in this manner, allowing the student to use the technology is not optional, rather a legal and ethical obligation the teacher must fulfill (Assistive Technology Act of 1998, 2004). If the use of assistive technology is necessary in some instances but counter to the student’s learning goals in other ways, the team developing the IEP may specify when the tools are or are not appropriate for use. For example, a student with dyslexia may need to use audiobooks or text-to-speech recognition when learning content for subject area courses. Without the assistive technology, the student may not have the same opportunity as his or her peers to learn or demonstrate an understanding of the material. However, it may not be appropriate to use those tools when the student is receiving reading instruction intended to help him or her work on the particular reading or writing skills for which the assistive technology is being relied upon. To put it another way, if a student with dystrophic is working on an IEP goal to improve handwriting skills, it would not make sense to complete handwriting lessons using voice recognition software on a digital device. Similarly, if a student with dyslexia is working on improving decoding skills, it would not make sense to have the decidable text aligned with a phonics lesson read to him or her through text-to-speech software.
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