Why Is Assistive Technology Not Used More Often?

This week our focus was on assistive technology and being intentional about how we use technology in learning. As I worked through the readings and videos, I kept wondering why assistive technology does not feel more common in classrooms if it can make such a difference for students.

In one of the videos we watched, the conversation around technology replacing traditional reading and writing really stood out to me. I understand why people worry about that. There can be a fear that students will rely too much on technology and not develop important skills. But what resonated with me was the idea that technology can act as support rather than a replacement. For some students, it gives them the confidence and independence they need in order to participate more fully in learning. It can be a bridge, not a shortcut.

We also explored common misunderstandings about assistive technology. Some people think it is cheating. Others believe it is too expensive, only meant for students with significant disabilities, or that it creates more work for teachers. The idea that it creates more work really made me reflect.

I will admit that technology can feel overwhelming at times. Even in our program, there are tools I am still learning about. While I have personally benefited from assistive technology before and have seen how it can remove barriers, I can also understand why some educators hesitate. Learning how to use new tools effectively takes time. Teachers are already balancing so many responsibilities, and adding something new can feel like one more thing.

As someone whose teachable is Physical and Health Education, I think about accessibility often. In PHE, inclusion usually looks like modifying equipment, adjusting rules, or adapting activities so everyone can participate. Technology is not always the first thing that comes to mind in a gym setting. When I picture assistive technology, I often imagine laptops or tablets, and that does not always feel like the natural fit for a PHE block. At the same time, I recognize that assistive technology is not limited to screens. There are many forms of support that could enhance learning and participation if used intentionally.

We also discussed the Triple E Framework, which I found helpful. It encourages teachers to think carefully about whether a digital tool is actually enhancing learning, engaging students meaningfully, and extending their understanding beyond what could be done without it. I appreciated this framework because it does not suggest using technology just for the sake of using it. Instead, it asks us to be thoughtful and purposeful.

Overall, this week made me reflect on my own growth. I know there is still a lot for me to learn about assistive technology and how it can fit into my future classroom. I want to continue building my confidence with these tools so that I can create environments where all students feel supported and capable. Even if it takes time, I believe it is worth exploring how technology can reduce barriers and help more students experience success.