Article: Assistive Technology & Writing- Newton & Dell

Article: Assistive Technology and Writing- Newton & Dell

Similar to the reading process, the writing process is equally complex in terms of the synchronized neurological processing required for hand writing to occur. As is the case for reading, assistive technology has tremendous potential to support students as part of the writing process. Newton & Dell explore low, mid and high tech solutions used to enhance written output. Also, there is considerable examination of the writing process and suggested software tools that support each stage of writing. 

Clearly, putting pencil to paper for certain students is a labor intensive process and for other students due to physical or cognitive impairment is virtually impossible. As stated in the article, traditional written expression is the combination of words and phrases written on paper that express one’s thoughts and information. For those with cognitive ability, the writing process is taken for granted, for others however, frustration or inability is a reality. 

Examining the writing process, the authors of this article classify written expression as prewriting, drafting, revising/editing and sharing/publishing. Within each step of this writing process, various assistive technology tools are introduced that allow students to convey ideas and meaning. There is considerable attention in this part of the article examining the use of predictive text using phonetic spelling, vocabulary libraries, text to speech applications and audio speech-feedback software allow students to recognize syntax and even spelling are all very useful tools. Using apps that have oral narrative capability and allow digitized images and sounds to be added is an important way to enhance student understanding. 

Several of the assistive technology products suggested in this article were Windows and Mac capable, as well as several other web-based programs. Majority of my experience with assistive technology is Windows based. Too often experience with assistive technology at the school level to date has been cumbersome due to the training required for students to get up and running, often limited access to machines with software licensing, students forgetting network passwords, or other network related idiosyncrasies. Based on the flawless experience of working with iPad apps that support student learning I am reluctant to return to conventional Windows, or web-based AT applications. Certainly I agree with the author’s argument regarding the use of assistive technology, but will make every attempt moving forward to use Apple apps due to user friendliness of the operating system.

One other aspect of Newton and Dell’s article that is important to note refers to the importance of explicitly teaching steps of the writing process and software applications used in conjunction to support student learning.