Assistive Technology

There are so many kinds of “assistive technology” that can be utilized in a classroom setting, it’s almost overwhelming! On a recent visit to the EATRC, I was able to explore a few of the choices that are available. The VoicePOD is a reading comprehension and vocabulary assistive technology. It is a hand-held digital recording and playback device which uses pictures to help students with new vocabulary.

To use this device, place a card or picture into the sleeve. Slide the sleeve into the pod and record a word or phrase that you want the student to learn (messages can be erased and re-recorded as many times as necessary). The magnetic strip at the bottom of the sleeve connects to the pod, which can then be played. Students can place the cards into the pod at any time to listen to the pre-recorded messages.

The Universal Design for Learning principle utilized by this technology is “representation of information.” The combination of audio and visual stimulation makes content available and comprehensible to students using a variety of modes. It presents new vocabulary or phrases in an auditory format (with the pre-recorded message) as well as in a visual way (with a photograph, picture, word, or sentence).

I think that any learner would benefit from this technology because it seems like it would be easy to adapt to a variety of needs, but it would be especially useful for students who are English language learners. It would teach students new vocabulary and it would enable students whose primary language is not English to listen to a native speaker (you) pronouncing the word in the correct way.

Originally, I was concerned that students might press the wrong button on the device and accidentally erase the pre-recorded messages. But upon further investigation, I discovered that there is a lock feature to prevent just that. My only other concern with this device is that the sleeves might break down with a lot of use.

I can imagine this digital recording device being used in multiple ways by teachers in a classroom. It does not need to be limited to use with English language learners. You could make cards with different scenes from a story and have students practice sequencing the events. New students could have photographs of important places or people within the school for them to learn and recognize. Vocabulary and spelling words could be placed in sleeves for students to practice at a learning station. I would highly recommend this assistive technology.