Using Cell Phones in Education

Using cell phones in education has its pros and cons.  I feel that it is good to meet students where they are and what they are familiar with.  Why not incorporate one of their main types of communication into their education.  It would be great to have all students able to communicate and share information and resources as well as use various educational apps and programs to enhance their learning.

I love the idea of using QR codes and linking books to activities and extensions on the Internet.  I recently read this blog post by Steven Anderson and realized the extreme potential for using them in the classroom or library setting.  If students were able to use their own mobile devices it would eliminate some of the struggle over a single QR station in the library.

On the other hand, security risks could become a problem with using cell phones in the library.  Without being able to monitor all students, some could abuse their privileges.  Another issue is having equal access for all students.  While most people do have cell phones, not all do, or they may not have access to features that would makes its use educational.

Until schools are able to provide safeguards for using cell phones in the school setting, I don't feel that it will become as widespread as it should be.  We would also have to establish a way for all students to have access to the necessary equipment, which I don't feel is a realistic option today.  I would love to find a way to incorporate use into the educational setting, but there are some major hurdles to jump if we want widespread use.

IDEA Pathfinder

Web Resources for Using Assistive Technology in the Classroom:

Ability Hub lists many alternative resources that can be used in to assist in using the computer- from modified keyboards to speech recognition devices.

“Assistive Technology” video on YouTube shows some great examples of assistive technology and how one teacher incorporates them into her classroom.

“Assistive Technology in the Classroom: Helping Challenged Kids Get the Most from Learning” gives the basics of what assistive technologies are and how they can help even the most challenged students. It is a very good starting off point for someone who knows little about AT.

“Assistive Technology for Kids with Learning Disabilities: An Overview,” by Kristin Stanberry and Marshall H. Raskind, also gives many ideas for using AT in the classroom based on the premise that “students with LD often experience greater success when they are allowed to use their abilities (strengths) to work around their disabilities (challenges). AT tools combine the best of both of these practices.”

Assistive Technology to Meet K-12 Student Needs includes a chart to list some of the many types of assistive technologies that can be used in the classroom, from the very basic to more high-tech options. It is organized by impairment.

Assistive Technology Training Online Project has everything from basic information to tutorials on various assistive technologies and programs. The “AT Decision Making” page helps teachers learn to identify technologies that can help individual students.


Exceptional Children Resources gives information and resources for all types of exceptional children. Topics include classroom strategies and resources, parent information and resources, assistive technologies for vision and hearing impaired, as well as resources for learning disabilities.

Family Center for Technology and Disability gives many resources to learn more about assistive technology. It’s a one stop shop for organizations, resources, PowerPoints, etc. that can be used to learn, teach, and promote the use of assistive technology.


Great Schools- the special education section of this site has many articles on assistive technology and advocacy, as well as resources for specific disabilities, including ADHD and autism. The overall website has many resources for all grade levels and subjects.

Kids Health is a neat resource to teach kids about other kids with disabilities. It is a kid-friendly site that explains the disabilities and what can be done to help them.


Reading Rockets has many resources for parents, teachers, administration, librarians and other professionals to assist with struggling readers. It includes many strategies and opportunities to learn about assisting struggling readers.

TechMatrix allows users to compare various assistive technologies to make informed decisions about tools to purchase. AT Tools list disabilities that they are recommended for.

“Tech Tools for Students with Learning Disabilities: Infusion into Inclusive Classrooms” lists and discusses many tools that can be used to aid in the writing process including various tools for word processing and note taking.


Web Resources for Assistive Technology in the Classroom lists additional links of assistive technology resources and products that can be use in any classroom.

Additional Articles for Using Assistive Technology in the Classroom:

Berkeley, Sheri, and Jennifer H. Lindstrom. "Technology for the Struggling Reader: Free and Easily Accessible Resources." TEACHING Exceptional Children 43.4 (2011): 48-55. ERIC. EBSCO. Web. 4 July 2011. This article includes resources for alternative text formats. It also dicusses tools available in Microsoft Word to edit text for readability, such as the auto-summarize feature and text-to-speech options.


Boyd, Barbara Foulks. "Assistive Technology for Every Child." Montessori Life: A Publication of the American Montessori Society 20.1 (2008): 30-35. ERIC. EBSCO. Web. 5 July 2011. This article discusses the qualities that assistive technologies should have; they should be easy to use and customizable for a variety of students and their needs.

Chmiliar, Linda, and Billy Cheung. "Assistive Technology Training for Teachers--Innovation and Accessibility Online." Developmental Disabilities Bulletin 35.1-2 (2007): 18-28. ERIC. EBSCO. Web. 6 July 2011. http://www.eric.ed.gov/PDFS/EJ812643.pdf This article stresses the importance of professional development in learning to use assistive technology in the classroom. The survey that led to the creation of a class on teaching teachers about assistive technology is discussed.

Copenhaver, John, and Des Moines, IA. Mountain Plains Regional Resource Center. "Assistive Technology For Students With Disabilities. Information for Parents & Educators." Mountain Plains Regional Resource Center (2004): ERIC. EBSCO. Web. 6 July 2011. http://www.eric.ed.gov/PDFS/ED483177.pdf This guide gives lots of information about the use of AT devices in implementing an IEP. It also discusses training and funding of AT devices and their use.


Dreon, Oliver, Jr., and Nanette I. Dietrich. "Turning Lemons into Lemonade: Teaching Assistive Technology through Wikis and Embedded Video." TechTrends: Linking Research and Practice to Improve Learning 53.1 (2009): 78-80. ERIC. EBSCO. Web. 6 July 2011. Creating a wiki to explore many kinds of assistive technology through video, aided preservice teachers in matching various AT tools to students.

Dyal, Allen, Laura Bowden Carpenter, and James V. Wright. "Assistive Technology: What Every School Leader Should Know." Education 129.3 (2009): 556-560. ERIC. EBSCO. Web. 5 July 2011. This article focuses on the school leaders and their preparation in meeting the needs of the students. It also discusses the two types of assistance granted by the law: devices and services.

Floyd, Kimberly Kris, et al. "Assistive Technology and Emergent Literacy for Preschoolers: A Literature Review." Assistive Technology Outcomes and Benefits 5.1 (2008): 92-102. ERIC. EBSCO. Web. 5 July 2011. http://www.eric.ed.gov/PDFS/EJ884370.pdf This review shares the benefits of using AT devices for preschoolers, including opportunities for socialization and communication, when correct devices are matched with the needs.


Jeffs, Tara, Michael Behrmann, and Brenda Bannan-Ritland. "Assistive Technology and Literacy Learning: Reflections of Parents and Children." Journal of Special Education Technology 21.1 (2006): 37-44. ERIC. EBSCO. Web. 6 July 2011. This article looked at the “customization of a learning task through the use of technology” and how it impacted the learning of students with low reading abilities. Learning took place in two ways, from one another and from the technology.


Judge, Sharon, Kim Floyd, and Tara Jeffs. "Using an Assistive Technology Toolkit to Promote Inclusion." Early Childhood Education Journal 36.2 (2008): 121-126. ERIC. EBSCO. Web. 6 July 2011. This article looks at a “toolkit” of AT devices that can be used with all children in an early childhood setting, covering a variety of needs, rather than just focusing on tools for one specific child.


Peterson-Karlan, George, Jack J. Hourcade, and Phil Parette. "A Review of Assistive Technology and Writing Skills for Students with Physical and Educational Disabilities." Physical Disabilities: Education and Related Services 26.2 (2008): 13-32. ERIC. EBSCO. Web. 5 July 2011. http://www.eric.ed.gov/PDFS/EJ795374.pdf This review shares the impact that assistive technology can have on students’ writing performance by increasing the ability to organize and put thoughts on paper, and overcome some of the challenges brought forth due to motor skill deficiencies.


Simpson, Cynthia, et al. "Assistive Technology: Supporting Learners in Inclusive Classrooms." Kappa Delta Pi Record 45.4 (2009): 172-175. ERIC. EBSCO. Web. 6 July 2011. This article discusses the purpose and types of AT devices, as well as how to select the device to meet the needs of the student, and how to implement the use of AT devices.