Using Technology to support Inclusive Classroom-Based

Instruction
Awoyemi, Robert Akinade, PhD
Adeyemi Federal College of Education, P.M.B. 520, Ondo, Nigeria

Olaniyi, Esther Temitope

Emmanuel Alayande College of Education, Oyo, Nigeria

ABSTRACT
There has been a widespread integration of technology in daily life, where access to vast

amounts of information is now available with ease. Today’s generation of students has grown

up with technology all around them in an ever-increasing manner. In order to create an

effective 21st century classroom that meets the diverse needs of students, a modern teacher

must encourage student’s motivation to learn and realise the effects technology has on

inclusionary education. The purpose of this Chapter would be to review students’ perceptions

of the use of technology in their classroom-based instruction; and to describe current use of

general technology and assistive technology in classrooms. The chapter would also encourage

the creation of a ground up curriculum design for educational administrators based on

observations of instruction using technology.

INTRODUCTION
In the present age, technology is all around us, with the wealth of knowledge and
information about the humanities present at the click of a button (Awoyemi, 2021). It is
important to understand that the method in which present day educators were taught has
changed substantially, and a new generation of students who are digital natives require a
vastly different approach. Therefore, one cannot teach or learn nowadays the same way as a
century ago. Accordingly, in terms of technology adoption, the 21st century has a lot to offer.
The use of technology in the classroom has the benefit of increasing academic achievement
from the perspective of both the students and the educators. Studies have shown that real-
world applications of technology along with other academic subjects helps motivate students
(Courville, 2011

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and Usher & Center on Education (2012). They found out that when technology-based
inquiry-learning correlates to real-world situations, students begin to see the intrinsic value of
what is being learned, which increases interest and motivation by the student. In addition, by
applying abstract ideas into real-world situations, students can understand complex concepts,
which will then increase competence. By adding technology into the classroom, teachers can
utilize this technology to differentiate instruction, motivate students, and include all skill
levels.
Technologies adoption in the educational system has the capability of accelerating the
speed at which knowledge is acquired, in which knowledge acquisition will no longer be
restricted to the traditional approach. Thus, students will be enabled to learn outside the
classroom, the school will no longer be the only place to access knowledge. Knowledge will
become easier to acquire, thus, increasing the rate at which students explore their area of
specialty and equipping them with the capacity of developing themselves according to their
strong suit. . Technology of all kinds has seen widespread integration to daily life, from cell
phones with fingerprint scanners, to cars with integrated GPS navigation. It is only natural
that the effects of technology on student life be studied from a teaching perspective. In order
to understand how best to implement technology in the classroom, it is important to provide a
baseline from which to study the influence, importance, and integration of technology to
engage learners. Once the baseline is established, it can be compared to what is actually
occurring in the classroom.
In this chapter, the current state of technology in education will be reviewed, along
with its influence on daily life. The paper will also address the use of technology and its
effects on motivation and inclusionary education. Finally, the conceptual framework that
provides the basis of this chapter will be presented.

Use of Technology in Education

Students (from elementary through high school) need greater exposure to a plethora of
technologies in the classroom, but many schools may not be meeting this need (Bolkan,
2012). Many students are found to have the capability to use technology, as well as the access
to do so at home, and many of them utilize it for educational purposes (Erlich, Sporte,
Sebring, & the Consortium on Chicago Schools, 2013). It was found that those in positions of
authority in schools are responsible for setting expectations for technology use. However,
there was an inconsistency regarding how much technology is actually used for instruction.
The variation in student and teacher use in the different schools is directly related to the
culture for technology integration. In schools with a more positive culture towards
technology integration, more students and teachers tended to utilize technology.
It is important for the future generation of teachers to learn how to teach in a manner
that will best reach their students. Teacher training begins at the collegiate level. The number
of colleges and universities using electronic learning (or e-learning) has been increasing,
though there is a gap in the research pertaining to student adaptability (Sung Youl Park,
2009). Infrequent technology users were found to have difficulty in implementing
technology for teaching, while frequent technology users felt accomplished in creating a
technology supported environment (Meyer, Abrami, Wade, and Scherzer, 2011). As was seen
in a study conducted by Erlich, Sporte, Sebring, & the Consortium on Chicago Schools
(2013), the study concluded that the culture of technology integration if well in place for pre-
service teachers will have positive effect in the classroom.

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Roles and Benefits of Technology in Education
Technology is making major differences in the learning and teaching approaches.
Schools in the Western World invested a lot for technology infrastructures over the last 20
years, and students use computers more often and for a much larger range of applications
(Volman, M. 2005). Several studies reveal that students using technology facilities mostly
show higher learning gains than those who do not use. For instance, Mikre (2011) finding
across 75 studies in the United States showed that students who used computer tutorials in
mathematics, natural science, and social science score significantly higher on tests in these
subjects. Students who used simulation software in science also scored higher. The findings
also indicated that primary school students who used tutorial software in reading scored
significantly higher on reading. Young students who used computers to write their own
stories scored significantly higher on measures of reading skill. Moreover, students who used
word processors or otherwise used the computer for writing, scored higher on measures of
writing skill (Mikre, 2011).
The use of technology in education also shifts the learning approaches, there is a
common belief that the use of technology in education contributes to a more constructivist
learning and an increase in activity and greater responsibility of students. This limits the role
of teachers to support, advice, and coaching students rather than merely transmitting
knowledge. The gradual progress in using computers changes from learning about computers,
to learning computers, and finally to learning with computers (Volman, M. 2005). With
respect to introduction of technologies in schools, teachers’ reluctance to adopt the
innovations in developing countries, need to be encourage to see the context of the new
technology and show more commitments on how it will improve their teaching methods.
Watson (2001), states that change or improvement can happen at schools if teachers
understand themselves and understood by others. For instance, many teachers are currently
not in a position to make informed judgements on technology to support their teaching goals.
Jegede, Dibu-Ojerinde and Ilori (2007) investigated the relationship between
technology attitudes, attitudinal constructs and competence of some selected Nigerian
teachers, the study reviewed that there is a significant relationship between attitudes toward
technology and competence. The research also showed that the attitudinal constructs that
would predict technology competence include perceived control factor as well as affective
component. In recent years however, there has been a growing interest to know how
computers and internet can best be utilized to improve effectiveness and efficiency of
education at all levels and in both formal and non-formal settings. As there is a shift of
theories explaining learning processes and technology become handmaiden for learning
activities. The major roles that distinguished technology as an object for study, an aspect of a
discipline or a profession is the medium in which the instruction is been disseminate (Oliver
2002). Mikre (2011) differentiated between traditional learning setting and constructivist
approaches. The former considers learning as transmission of knowledge to students, which is
the sole responsibility of the teacher. On the other hand, the constructivist approach considers
learning as authentic and learner centred. Technology (computer for example) is a greater
help in the constructivist approach, where one can design simulated and individualized
learning environments to students. Technology are exerting impacts on pedagogical
approaches in the classrooms. Their contribution to changes in teaching practices, school
innovation, and community services is considerable. A research review by Kozma (2005),
suggests three significant concerns for consideration regarding technology impact on
education: Firstly, student outcomes such as higher scores in school subjects or the learning

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of entirely new skills needed for a developing economy. Secondly, we should consider
teacher and classroom outcomes such as development of teachers’ technology skills and
knowledge of new pedagogic approaches as well as improved attitudes toward teaching.
Finally, one has to consider other outcomes such as increased innovativeness in schools and
access of community members to adult education and literacy.

Comparison of Traditional Pedagogy and Emerging Pedagogy of Technology

This comparison were based on observation and interaction with both staff and students
in a universities conducted by Jegede (2019). Emerging pedagogy according to Jegede (2019)
is the name given to the new view of constructivist learning when compared to the relatively
long existing behaviourist view of learning. This also clearly elaborates the role of
technology in facilitating the developing countries schools in an information Technology era.
 Active learning: - Technology-enhanced learning mobilizes tools for examination,
calculation and analysis of information in order to provide a platform for student
inquiry and construction of new information. The learners therefore, learn as they do
and whenever appropriate, work on real-life problems in-depth. Moreover, technology
makes the learning less abstract and more relevant to their life situations. In contrast
to memorization-based or rote learning, which is the feature of traditional pedagogy;
ICT-enhanced learning can also be ‘just-in-time’ learning that the learners choose
what to learn when they need.
 Collaborative learning: - Technology-supported learning encourages interaction and
cooperation among students, teachers, and experts regardless of where they are. Apart
from modelling real world interactions, technology-supported learning provides
opportunity to work with students from different cultures models of learning done
throughout the learner’s lifetime by expanding the learning pace to include not just
peers but also mentors and experts from different fields.
 Creative learning: - Technology-supported learning promotes the manipulation of
existing information and the creation of real-world products rather than the
duplication of received information.
 Integrative learning: - Technology-enhanced learning promotes a thematic integrative
approach to teaching and learning. This approach eliminates the artificial separation
between the different disciplines and between theory and practice, which
characterizes the traditional approach.
 Evaluative learning: - Technology-enhanced learning is directly to students and the
teachers. Unlike static, text or print-based education, it recognizes the presence of
different learning pathways to explore and discover rather than merely listen and
remember.
Technology is becoming more fitting to realize and implement the emerging pedagogy of
constructivism. Nevertheless, an International study by Voogt and Pelgrum (2005) shows a
major obstacle for technology integration in education and the difficulty of integrating
computers and internet into classroom practices. The teachers’ lack of competence and
enthusiasms to use computers in the instructional processes also contribute to the difficulty.
However, in order to improve, and make optimal use of technology, changes in the pedagogic
approaches and classroom strategies as well as integrating technology in teacher training and
staff development practices accompanied by teacher motivation schemes are imperative.

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Student Motivation and Technology Use in School
A study by Godzicki, Godzicki, Krofel, & Michaels (2013) focused on the element of
motivation amongst elementary and middle school students. The study implemented a
technology supported learning environment and targeted certain problematic behaviours.
Among these targeted behaviours were non-completion of homework, unpreparedness for
class, and sleeping/putting their heads on their desks. The study found that students were
more likely to engage in an activity simply because technology is being used. However,
almost 50 of surveyed teachers used technology for 80 or fewer minutes per day. After
implementing a technological intervention, students stated that they felt teachers provided
activities relevant to them, and motivation and engagement went up 9% for all students
(Godzicki, Godzicki, Krofel, & Michaels, 2013).
Another method of technological intervention is that of the WebQuests, these are
lessons, where all information comes from the internet. In a study, Halat (2013) examined the
viewpoint of students in 4th and 5th grade on the use of WebQuests in the classroom. The
Webquests utilized for this study were compiled online through an editing software called
FrontPage. After the student participants were introduced and given their own WebQuests to
complete, the students were given a questionnaire. It was found that the students enjoyed the
use of the WebQuests, and experienced increased motivation to learn. Other research
suggests that the presence of embedded systems does not necessarily influence student
motivation, but Koshino, Kojima, & Kanedera (2013) noted that finding was based on several
factors. The most notable factor limiting use of the system is the slow CPU (central
processing unit) performance. To solve this problem, researchers developed a new
educational board titled E+ and introduced it to third grade students. After a one year
observation, the students were polled to gauge their motivation levels. The authors found
several of the problems presented by traditional education were overcome by E+, and
students felt their understanding of the material increased.
In an earlier study, Heafner (2004) studied the effects of technology on student
motivation in a social studies classroom. The students were in grades 9 and 10 who were
learning World History, Economic, Legal, and Political Systems. In this study, students were
required to make a PowerPoint slide as part of their assignment. Although standard classroom
behaviour and hallway behaviour was noted, once students arrived at the computer lab, it was
noted that the students exhibited a marked change in behavior. Students began to get excited
about learning, and showed pride in their work. All students reported enjoying the assignment
and stated that they felt more motivated.

TECHNOLOGY IN DAILY LIFE

It is a general perception that a ringing cell phone will disrupt academic exercise, but
the practices regarding cell phones range from outright banning of electronic devices to much
more relaxed policies. Most teachers believe that electronic devices are unnecessary for the
students to have in the classroom, where students see technology as an integral, day-to-day
life item and essential for safety (Thomas, O’Bannon, and Bolton, 2013). Most teachers
continue to lecture students in a manner that may not engage learners. Hence, students tend to
believe that a classroom that is disconnected from the so-called ‘real world’ is artificial and
fake (Baker, Lusk, and Neuhauser, 2012). For instance, PowerPoint software allows a teacher
to present information in a visual manner (Goodin, 2012), whereas, teachers who relied

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primarily on this technology were often found as authoritative and the technology was seen as
a negative tool (Baker, Lusk, and Neuhauser, 2012). This image of the authoritarian is
furthered when instructors continue to limit or control the use of technology in the classroom,
creating a learning barrier. It should also be noted that the researcher spoke to the instructors,
and the consensus was that the modern-day student also lacks the self-control and maturity
level necessary to have electronics in the classroom, hence the rules governing classroom
electronics (Baker, Lusk, and Neuhauser, 2012).
From the cell phones that we use, to the car we drive to work, and the equipment we
use in the office, it is safe to say that technology is a part of everyday life whether it is a
conscious decision to use it or not (Egbert, 2019). It would be counterintuitive for a teacher to
utilize outdated techniques designed during a time when there was no technology in the
classroom if the average student is utilizing technology on a day-to-day basis. A paradigm
shift in modern pedagogy must occur if teachers are to more fully integrate technology into
classroom instruction. Teachers will have more approaches to engage students in learning
activities through a technology based learning environment. Student perspectives on school-
based learning will change and students may be motivated in the classroom and achieve at
higher levels.

Integrating Technology in Classrooms

Technology, especially, Information technology has become common place in the
classroom, helping to elevate and replace outdated pedagogical techniques and offering
teachers the ability to design curriculum in advance with regards to differentiation (Mulrine,
2017). Even with regards to the amount and use of specific technology in the classroom, and
even though some technology may not have originally been designed to align with
educational goals, many teachers still find ways to integrate technology into the classroom
(Zimlich, 2015).
In a study conducted by Zimlich (2015), six graduates from the master’s level
certification program at the University of Alabama were followed in the professional world to
observe their lesson plan effectiveness using technology. It was found that the quantity of
technology in the classroom was not the deciding factor about whether or not the technology
implementation was a success, but rather the quality of the specific use of technology on
behalf of the teacher. This quality helps the teachers stand out in the minds of the students.
The plethora of tools and the user-friendly nature of technology offers students a unique
ability to collaborate with peers (teachers and students alike). Google Drive and Google Doc
technology offers students the ability to work on a collaborative document (similar in nature
to documents, spreadsheets) with one or more co-authors who are in different locations
(Eckstein, 2009). Weblogs (or blogs for short) also offer users similar opportunities, allowing
someone to publish comments and ideas in a public forum where a reader can then comment.
This type of technology gives students the ability to publish ideas and thoughts about their
own learning, sharing thoughts similar to a discussion session in a classroom (Eckstein,
2009).

Motivating Students with Technology

In a collaboration between several universities, Teo, Su Luan, & Sing (2018) explored
the future intent of pre-service teachers to use technology. The survey utilized items that were

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validated from previous relevant research using the Technology Acceptance Model (known
as TAM). It was noted that there were differences between Singaporean and Malaysian
teachers on technology's percieved usefullness, perceived ease of use, and computer attitudes.
Despite their differences in stated beliefs, there were no differences in the behavioral
intention towards technology acceptance. In Teo (2018) study, one hundred fifty-nine
participants completed a questionnaire based on TAM. The study further revealed that the
TAM is a valid model for helping explain the use and intent of technology, as well as
revealing that a person’s attitude towards technology has a large influence on its use. There
are many reasons why students may feel more motivated when technology is in the
classroom. Liu (2016) performed a study amongst elementary school classrooms. In this
study, 31 teachers were followed over the course of eight weeks. At the end of the study, the
teachers were asked the question “why did you choose to use technology in your lesson? “
There were several different responses ranging from 14.8% stating that it met the individual
needs of the learners (differentiation and inclusion), to 17% stating it helped with behaviour
management and routines. The largest set of respondents (31.1%) stated that it helped with
student engagement and motivation, and helped the teachers to make more literature-based
connections that were more entertaining and interesting to students.
In a study conducted by Thomas, O’Bannon, and Bolton (2013), teachers were asked
if cell phones could increase student learning. More than half (59% of those surveyed) felt
that in this day and age, cell phones could help increase student engagement and motivation.
Previously, the barrier to overcome allowing cell phones in the classroom was the perception
that cell phones would be disruptive to the learning environment. Even students in the Berry
and Westfall (2017) survey felt they notice more frequent interruptions in the classroom, even
if the communication is nonverbal (that is the use of cell phones for something other than
talking on them). However, in the Thomas, O’Bannon, and Bolton (2013) survey, 61.5% of
the teachers surveyed felt that the barrier limiting cell phone use in school is access and cost,
not disruption. It should also be noted that 51% of the teachers still believed that classroom
disruption was also a major limiting factor to allowing cell phones in class.
There has been a lot of research on the motivating qualities of technology, but there
has been a lack of research on the rigor learning within technology-based academic programs.
As discussed before, teachers and students understand the need for technology in the
classroom, but there is an under-utilization of said technology (Gray and Lewis, 2010). In a
study by Stone, Alfeld, and Pearson (2018), it was noted that 37% of the 12th grade students
who would be entering into college and into the workforce were performing below basic
levels in the area of math. It was noted that the issue was not a lack of math, but rather the
approach and the rigor of the programs implemented. Stone, Alfeld, and Pearson (2008)
suggested the use of Career and Technical Education (CTE) courses, which would be more
rigorous and more relevant math classes. It was determined that the CTE classes provided an
opportunity to increase the rigor of the programs, which can lead to better post-high school
success.

TECHNOLOGY AND INCLUSIVE EDUCATION

There have been shortcomings in the development of accommodations for students
with learning disabilities using assistive technology. Floyd and Judge (2012) conducted a
study on the micro level, following the progress of six students who had some form of a
learning disability. The study was completed through the use of a piece of technology called
ClassMate Reader. A reading and comprehension passage was given to all students. Students

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were then asked to test using traditional pen and paper methods, followed by a second
assignment completed using the ClassMate Reader. The results showed that the use of
assistive technology is an effective support and accommodation for students with learning
disabilities.
In an effort to support the potential of technology in the classroom to strengthen
inclusion of all types of learners, Futurelab (2009) published a report showing a variety of
ways that technology can support inclusive practice concepts. For instance, mobile
technologies help provide an authentic and meaningful learning experience. Audio-visual
(including video conferencing and presentation software) media not only provide an authentic
and meaningful experience, but they also foster a sense of community. The idea of the
Futurelab (2009) report can be easily translated into the everyday classroom. Not only do the
podcasts, blogs, and wikis help with a variety of inclusionary practices (community sense,
learners taking ownership, collaborative/cooperative learning, and problem solving), but
many of these online technologies are readily available for free from a variety of sources.
There has been a consensus on the effect of assistive technology adoption by teachers
to establish and maintain an inclusionary environment by allowing a student with an
identified learning disability to access education at the same pace as the regular education, as
was seen with the ClassMate Reader in the study completed by Floyd and Judge (2012).
However, as seen in the study by Flanagan, Bouck, and Richardson (2013), these programs
may be cost prohibitive, not only in the purchasing of technology, but also in the area of
training. They go on to state that further research should be completed, as there is a lack of
literature in that area.

Students with Learning Difficulties and Disabilities

A study conducted by Usher and the Center on Education (2012) focused on what
motivates students to engage in learning activities who have difficulties in the traditional core
courses. What kinds of non-standard techniques can be used to get students who are
uninterested or unmotivated to become interested in academic learning and succeed? Can
non-academic interests be used to motivate a student inside the classroom? With the final
goal to motivate students in school and make classwork more interesting, several methods
were applied to test, including, but not limited to, ‘real world’ applications, hands-on work,
and perspective changes (e.g. using social media or video games/technology).
In their 2011 study, Ernst and Moye (2013) identified several major difficulties
experienced by students in the primary education system, including a student‘s feelings of
social isolation. They also noted that students with specific at-risk indicators (such as a
disability, economic disadvantage, or who are second language English speaker) were more
likely to have difficulties. To counter the feelings of isolation, Ernst & Moye (2013) proposed
that a technology education classroom may help alleviate and remedy these problems. This
classroom would offer the opportunity to learn communication and socialization skills in a
controlled environment that the students are familiar with, which may not be the case in other
standard classrooms. It was concluded that students with at-risk factors are more likely to
have their emotional needs met and an increased social interaction when exposed to
technology integration in the classroom.
Flanagan, Bouck, and Richardson (2013) studied the perception surrounding the use
of assistive technology from the perspective of a middle school special education teacher
during literacy instruction. The students who were participating in this particular study were

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identified as having high incidence disabilities. Although teachers felt assistive technology
was effective, cost and technology-specific training was prohibitive. At the time of the study,
it was noted that there was a small body of literature on the topic of assistive technology and
its implementation in education (Flanagan, Bouck, and Richardson, 2013).

Student-Centred Learning Environments

When creating a bottom-up design for a classroom curriculum, adding a virtual
learning environment helps create an environment of differentiation, where students of every
ability level are able to engage and get excited about learning (Mulrine, 2017). These learning
environmentshelp create an environment where curriculum and information technology can
be blended together, offering many creative possibilities for teachers. The virtual learning
environment also helps streamline assessments by allowing the teacher to generate and share
rubrics with their students created directly from the curriculum (Mulrine, 2017). Grismore
(2012) states that “educational technology meets the needs of a diverse group of learners
while assisting teaching in getting all students to achieve at high level” (p. 2). This research
suggests that, through the proper use of technology integration, all students can have a high
level of achievement. However, this same integration can have the opposite effect when
utilized inappropriately. Grismore (2012) states that it becomes easy for a teacher to use
technology “for technology’s sake“, thereby becoming ineffective.
There are a variety of approaches to technology integration that exist to help all
students become academically successful. In a three-step model presented by Norris and
Lefrere (2011), there are allowances for a change in roles of the faculty, mentors, and allows
for a dyamically updated curriculum (which allows teachers to make changes quickly to
support the needs of their students). First, information (which is easily accessed by the
internet) helps learners find information. Next, a collaboration must occur. Finally, the
participants will pass on learned experiences. Other research supports this approach to
technology integration to create more inclusive learning environments (Norris and Lefrere,
2011).
The idea of using technology to quickly respond to students can be utilized in a
variety of instructional settings. The Enhancing Education Through Technology (Ed-Tech)
Program in Vermont aims to close the achievement gap by providing access to a variety of
technology (such as smart computing devices or software), to use data for improving the
school, and to support help create an environment where curriculum and information
technology can be blended together, offering many creative possibilities for teachers. The
virtual learning environment also helps streamline assessments by allowing the teacher to
generate and share rubrics with their students created directly from the curriculum (Mulrine,
2017). Grismore (2012) states that “educational technology meets the needs of a diverse
group of learners while assisting teaching in getting all students to achieve at high level” (p.
2). This research suggests that, through the proper use of technology integration, all students
can have a high level of achievement. However, this same integration can have the opposite
effect when utilized inappropriately. Grismore (2012) states that it becomes easy for a teacher
to use technology “for technology’s sake“, thereby becoming ineffective.
There are a variety of approaches to technology integration that exist to help all
students become academically successful. In a three-step model presented by Norris and
Lefrere (2011), there are allowances for a change in roles of the faculty, mentors, and allows

203
for a dynamically updated curriculum (which allows teachers to make changes quickly to
support the needs of their students). First, information (which is easily accessed by the
internet) helps learners find information. Next, a collaboration must occur. Finally, the
participants will pass on learned experiences. Other research supports this approach to
technology integration to create more inclusive learning environments (Norris and Lefrere,
2011). This idea of using technology to quickly respond to students can be utilized in a
variety of instructional settings. The Enhancing Education Through Technology (Ed-Tech)
Program in Vermont aims to close the achievement gap by providing access to a variety of
technology (such as smart computing devices or software), to use data for improving the
school, and to support
CONCEPTUAL FRAMEWORK
Technology is ubiquitous in the real world and educational settings lag behind the
needs and expectations of the students. One of the key findings in the literature on technology
implementation is the power of technology to engage students in relevant learning, in that the
use of technology increases student motivation and engagement (Godzicki, Godzicki, Krofel,
& Michaels, 2013). Some studies suggest students who are provided technology are more
motivated learners, such as in Halat’s (2013) study involving the use of Webquests. When
learners are actors and engaged in their own learning, they are more likely to make meaning
and construct their own understanding of complex ideas (Futurelab, 2009). Technology, when
used appropriately, can support constructivist approaches to teaching and learning. The
research cited here suggests several major points. First, the students of today are surrounded
by more technology than ever before, and the current pedagogical methods that are being
used by teachers does not necessarily match the level that the students are expecting their
teachers to use. It is also understood that the use of technology helps students feel more self-
confident, thereby increasing motivation and the eagerness to learn (Heafner, 2004). A more
sophisticated use of technology in pedagogy helps teachers to be inclusive to all levels of
students (from low performance to accelerated performance) (Mulrane, 2017). Finally,
integration of new technology is a multi-phase process as noted above (Technology
Integration Matrix, 2014). Recognition and use of such a framework allows school leaders to
work more effectively with staff and students as they use technology in the classroom as well
as in the real world.

Constructivism
The theory of constructivism put forth by Jean Piaget asserts that a child who actively
experiments in activities forms more active connections and is better able to “inter-
coordinate” or integrate their experiences into their daily lives (Piaget, 1955). As technology
becomes more and more integrated with daily life, educators must take a modern view on the
utilization of technology to support inter-connected learning. This modern view holds that
technology gives the learner flexibility and the ability to be adaptable in multiple scenarios
and within different subject areas. Technology can be used within many pedagogical
approaches (Ford & Lott, 2011). Though integrating technology is difficult and intimidating,
the modern teacher who embraces the concept of change will find that the very thing
(technology) that may be intimidating will open many opportunities for learners that would
not otherwise be accessible (Ford & Lott, 2011).
In current pedagogical practice, those who agree with Piaget’s assertions believe the
profound nature of learning comes more from active participation than passive participation
(Ebert, 2015). This can come in a variety of forms, from hands-on activities to authentic and

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practical real world scenarios (Gensburg & Herman, 2009). Ebert (2015) also states that “…
real-world Constructivist learning situations are more motivating to students through practical
application of knowledge” (n.p.). It is also important to note that constructivism actively
supports the notion of differentiation, or active support that allows all levels of learners to
fully participate. A teacher who employs these techniques will also plan a curriculum that
best suits the needs of the learners, from materials to proper pacing (Gensburg & Herman,
2009). Teachers plan learning activities that allow students to individually approach learning
goals in their own way and in their own time, also known as differentiation. Through
differentiation, students are then able to construct knowledge and make meaning to the
information being presented. Through a technology-centred curriculum, teachers can utilize
technology to differentiate and accommodate classroom environments to allow students to
learn. Technology, used appropriately, supports constructivist learning and provides different
avenues for students with or without documented learning disabilities to learn.
CONCLUSION
In an article published by Herold (2016), a description was made of a general shift in
thought by many school administrators. Teachers are no longer debating whether social
networking should be used, but rather which one to use. Websites such as Facebook can be
used for a variety of reasons, from school events to class projects. Online learning is on the
rise across the country in all levels of education, from primary, to secondary, to post-
secondary education. Today's generation of students are growing up in the information age.
Access to a variety of technology and the internet is not only accessible, but necessary. To be
most effective, students must be taught in a manner in which they learn best. When put into a
technology supported environment that is more conducive to their students’ learning style,
teachers can utilize a variety of technologies that have the potential to engage students and
support constructivist approaches to learning, for example, Google Docs, SMART Boards,
clicker based response systems, and other types of interactive technology. The goal of
educators is integration of existing technologies for productive learning.

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KEY TERMS AND DEFINITIONS

For the specific use in this study, the following key terms are defined:

ClassMate Reader: A type of assistive technology device utilized with students who have a
learning disability for the purposes of reading.

CPU: Acronym for Central Processing Unit.

E-Learning: Shortened version of electronic learning, or learning via an electronic device.

Technology Integration Matrix: A spreadsheet that shows the process of technology

integration in a given entity.

TAM: Acronym for Technology Acceptance Model.

WebQuests – Specific type of lessons derived from the internet.

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