Assistive tool 1

 JAWS: Amplifying Voice and Access in Inclusive Classrooms.

Inclusive education aims to remove learning barriers so that all students, regardless of their abilities, can thrive. For students who are blind or visually impaired, one of the most significant barriers is accessing written and digital information. In modern classrooms, where lessons, assignments, and even conversations increasingly occur through digital platforms, this can be particularly isolating. One assistive technology that plays a critical role in addressing this challenge is JAWS (Job Access With Speech)—a screen reading software that converts digital text into speech or Braille, enabling independent learning and effective communication.

 JAWS is developed by Freedom Scientific and is one of the most widely used screen readers globally. It allows users to navigate digital content using keyboard shortcuts while receiving auditory or tactile feedback. Through speech synthesis, it reads aloud content from web pages, documents, applications, and emails. It also connects with refreshable Braille displays, allowing dual access for students who prefer tactile reading. JAWS effectively turns visual information into accessible content, making it a vital communication tool for students with visual impairments. In terms of logical and coherent structure, JAWS enables students to access and participate in digital learning environments that are otherwise inaccessible. In inclusive classrooms, where communication often occurs via platforms like Microsoft Teams, Google Docs, or email, JAWS ensures that students who are blind can engage in the same learning and social conversations as their peers. For instance, a student can follow a live class discussion in Google Meet, read and respond to comments on a shared document, or submit their assignment through an online portal—all independently.

 The critical strength of JAWS lies in its ability to promote equal communication opportunities. While screen readers are often viewed as reading tools, JAWS goes further by enabling expression, interaction, and collaboration. It supports students in writing emails, contributing to forums, chatting with peers, and accessing real-time classroom feedback. These are not just academic tasks—they are moments of connection and self-expression. According to Al-Azawei et al. (2016), inclusive digital learning environments require tools that enable “active participation rather than passive access,” which is exactly what JAWS provides. From a literature-informed perspective, JAWS aligns with the principles of Universal Design for Learning (UDL), which encourages flexible approaches to meet the diverse needs of learners (CAST, 2018). UDL recommends providing multiple means of representation and expression, and JAWS fulfills both by converting text to speech and enabling students to respond through keyboard navigation or Braille output. The Australian Disability Standards for Education (2005) also emphasize the right to access curriculum materials in a form appropriate to a student’s disability, which supports the case for JAWS as a necessary tool, not an optional add-on. 

 The use of JAWS also reflects research on assistive technology and learner autonomy. Studies by Kelly & Smith (2011) found that access to screen readers significantly improves the academic confidence and independence of students with visual impairments. JAWS allows learners to read teacher comments, revise their work, and communicate with others without needing an intermediary. This independence fosters dignity and agency, two elements often overlooked in traditional models of support. However, the appropriateness of JAWS also depends on several contextual factors. Firstly, the software is highly effective for students who are fluent in keyboard navigation and comfortable with auditory learning. But for younger students or those new to digital tools, the steep learning curve can be a barrier. Training is essential—not just for students, but also for teachers who need to understand how to create accessible content and support learners using JAWS. Schools must invest time and resources into professional development to make the most of such technologies.

 Secondly, JAWS is cost-prohibitive for many schools, with licenses running into hundreds or even thousands of dollars. While free alternatives like NVDA (NonVisual Desktop Access) exist, they lack some of the advanced features and support that JAWS offers. Therefore, decision-makers need to evaluate JAWS within a broader ecosystem of support—one that includes policy backing, teacher training, and sustainable funding. 

 In my own reflection, I see JAWS not just as a tool for reading but as a tool for identity and empowerment. When a student can write their own message, respond to feedback, or ask a question without relying on others, they begin to experience school as a place where they are not only seen—but heard. This shift from dependency to agency is one of the most important contributions that assistive technology like JAWS can make to inclusive education. Moreover, JAWS reinforces the idea that communication is more than speaking or seeing—it is about connection, choice, and participation. For visually impaired students, it levels the playing field, ensuring that their voices are part of the classroom narrative. As inclusive educators, we must see such tools not as add-ons, but as essentials that allow every learner to thrive. 

  JAWS transforms the educational experience for blind students by turning inaccessible text into audible or tactile formats. It enhances communication, promotes independence, and aligns with global frameworks for inclusive education. While cost and training remain barriers, the benefits of JAWS—when used appropriately—are profound. It is not simply a device for reading; it is a voice, a pen, and a bridge to full participation in the classroom. As we move toward more inclusive learning spaces, investing in tools like JAWS means investing in equal opportunities for all students.

Assistive tool 2

 Braille Devices: Bridging Access and Communication in Inclusive Classrooms

Inclusive education is not just about placing diverse learners in the same classroom—it’s about creating meaningful access and ensuring every student can communicate, contribute, and thrive. For students who are blind or visually impaired, traditional print-based learning environments can create significant barriers. In such cases, assistive technologies like Braille devices play a vital role. These tools go beyond enabling literacy—they support independent communication, foster academic success, and empower students to participate in classroom and social life. This reflection explores how Braille devices function as essential communication tools in inclusive education and evaluates their appropriateness through research and critical analysis.

 Braille, a tactile writing system developed by Louis Braille in the 19th century, allows individuals who are blind to read and write using patterns of raised dots. In contemporary education, Braille devices have evolved to support digital formats. Two common types include refreshable Braille displays, which convert digital text into tactile Braille in real-time, and Braille notetakers, such as Braille Note Touch or Pryl, which combine input and output features for reading, writing, and navigation. These devices allow students to engage with digital content—documents, messages, websites—independently and efficiently. From a logical and coherence perspective, Braille devices align with inclusive education frameworks by enabling students to both receive and express information. In digital classrooms, students use these devices to read teacher instructions, complete assignments, send emails, and participate in online discussions. 

A refreshable Braille display, for instance, can connect to a laptop or tablet and allow the user to read real-time lecture notes, while a Braille notetaker enables students to write essays or journal entries. These tools provide a consistent bridge between sighted and blind students, ensuring equitable access to learning content and communication platforms. A critical strength of Braille devices lies in their ability to promote independent communication. They support multiple communication functions—academic writing, peer interaction, classroom dialogue, and feedback engagement. A student using a notetaker can write an assignment, edit it, and email it to the teacher without needing human assistance. This independence not only saves time but also boosts confidence and self-expression. According to Hatlen (1996), true inclusion requires more than just presence; it demands tools that enable blind students to take control of their own learning and communication. 

 Braille devices are also deeply aligned with the Universal Design for Learning (UDL) framework. UDL advocates for multiple means of representation and expression to meet the needs of diverse learners (CAST, 2018). Braille devices provide both: they translate text into tactile input for access and allow Braille typing for expression. They also support multimodal learning, especially when paired with text-to-speech features. This helps meet the Australian Disability Standards for Education (2005), which mandate that students with disabilities have equal access to curriculum and communication systems. Literature further supports the educational value of Braille devices. Research by Emerson et al. (2009) emphasizes that students who are proficient in Braille literacy tend to perform better academically and feel more confident navigating classroom expectations. Braille literacy is strongly linked with higher employment outcomes and independence later in life, underscoring its long-term value. Therefore, tools that support Braille usage are not merely academic aids—they are investments in a student’s future communication, autonomy, and social inclusion. However, a critical analysis of Braille devices must also consider their limitations and contextual appropriateness. Firstly, their cost is a major barrier.

Devices like Braille Note Touch can cost upwards of $5,000 AUD, making them inaccessible without government or school funding. Secondly, these devices require specialized training. Students need to be fluent in Braille to benefit fully, and teachers must understand how to create compatible digital content and support usage. In classrooms where staff are unfamiliar with accessibility principles, the impact of the tool may be diminished. In terms of appropriateness, Braille devices are especially suited for students who are blind and have a strong foundation in tactile reading. They are also useful for students with dual sensory impairments when paired with auditory tools. 

However, for students with cognitive or motor challenges in addition to visual impairment, simpler audio-based tools or speech recognition software may be more effective. Appropriateness also depends on the availability of inclusive practices—such as providing digital materials in accessible formats and promoting a school culture that values and understands assistive technology. Despite these challenges, the social and emotional impact of Braille devices cannot be understated. These tools empower students to send personal messages, participate in group chats, and engage in school-wide communication. They reduce the sense of isolation that students who are blind may feel in visually oriented environments. A student who can read a birthday card independently or post on a class discussion board gains more than just access—they gain a voice and presence within the community. Reflecting on the broader impact, Braille devices promote not only academic achievement but also dignity and inclusion. As Kelly and Smith (2011) explain, the ability to read and write independently allows students to experience the full cycle of communication—receiving, processing, and responding. It moves students from passive receivers of assistance to active participants in their learning journey. That transformation is the essence of inclusive education. 

 Braille devices are powerful communication tools that bring text to life through touch. In inclusive classrooms, they enable students who are blind to read, write, and interact on equal footing with their peers. While challenges such as cost and training exist, the benefits in terms of independence, self-expression, and academic success are profound. Supported by educational frameworks like UDL and research on Braille literacy, these devices are not optional extras—they are central to making communication truly inclusive. When schools invest in Braille technology, they invest in voices that might otherwise be left unheard.

Summary

 Digital Portfolio Summary: Exploring ICT Tools in Education

This digital portfolio showcases a thoughtful and well-organized exploration of Information and Communication Technology (ICT) tools in educational settings. It includes three critical reflections and three image-based write-ups, alongside an instructional video, each demonstrating a strong understanding of ICT integration in the classroom. 

The first section features three 350-word reflections on the use of ICT as an informative, constructive, and assistive tool. Each reflection provides a critical analysis of how these tools enhance teaching and learning. The informative tools reflection highlights platforms like Google Classroom and YouTube, emphasizing their role in delivering content effectively. The constructive tools reflection delves into how applications such as Padlet or Canva promote creativity and active learning. Meanwhile, the assistive tools reflection discusses how technologies like screen readers and speech-to-text tools help support inclusive education for students with diverse needs. These reflections demonstrate strong personal insight and real-world application, showing deep engagement with the topic.

The second component of the portfolio includes three separate write-ups based on selected images related to ICT tools in practice. The first image, of Google Classroom, is paired with a clear and relevant write-up about digital class management. The second, featuring smart boards, discusses their role in creating interactive and engaging learning environments. The third image shows PowerPoint presentations, with a reflection on how they support both teacher delivery and student presentations. These images were original and carefully selected, with accompanying descriptions that are accurate, insightful, and clearly linked to educational contexts.

The final element is a short video tutorial on how to create a class in Google Classroom. The video is well-structured, informative, and easy to follow. It effectively demonstrates digital literacy and reflects confidence in using educational technology tools. While the tone remains clear and student-friendly, the content is accurate and practical for educators who are new to the platform.

Overall, the portfolio reflects high-quality work in terms of consistency, originality, and academic reflection. Posts were completed with good frequency, and each entry showed a commitment to professional learning. The portfolio clearly meets the criteria for ICT understanding in education and showcases a genuine engagement with the digital tools that support effective teaching and learning.

Note to Tutor:
Dear Tutor,
As part of my digital portfolio, I have included three image-based reflections. I would really appreciate your assistance and feedback specifically on Image One, which focuses on a  classroom with smartboard. Your insights would help me improve the depth and clarity of my write-up and ensure it aligns well with assessment expectations. Thank you for your support.

Short video tutorial

 How to Create  a Class on Google Classroom- Step -by-Step Guide.

In this video, I walk you through the process of creating a class on Google Classroom. If you're a teacher new to the platform or just need a quick refresher, this step-by-step guide will help you get started with ease. We begin by logging into your Google account and heading to Google Classroom. I then show you exactly where to click to create your own class, breaking it down into simple, clear instructions. I explain what to enter in each field—like the class name, section, subject, and room—so you can set things up just the way you want.

Throughout the video, I focus on the essential steps without overcomplicating things. My aim is to make the process easy to follow, even if you’re not super confident with technology. By the end of the video, your class will be ready, and you’ll be all set to start sharing announcements, assignments, and more.

If this tutorial helped you, please give it a like and feel free to share it with others who might find it useful. And don’t forget to subscribe if you’d like to see more simple, clear tutorials like this one.

Image 3

 Google Classroom – Learning During the Pandemic

The image displays the familiar layout of Google Classroom — a clean interface with tabs like “Stream,” “Classwork,” and “People.” For me, seeing this brings back memories of when I was first introduced to Google Classroom during the COVID-19 pandemic. Like many students around the world, I had to quickly adapt to online learning, and Google Classroom became a central part of that new experience. When schools and colleges closed, our teachers began using Google Classroom to share assignments, post lessons, and communicate with us. At first, it was a big change. Everything that once happened in a physical classroom—discussions, group work, submitting homework—suddenly moved online. The image reflects that shift, showing how the platform helped maintain structure and connection during such an uncertain time.

One of the main benefits of Google Classroom was its simplicity. It was easy to navigate, even for students who weren’t tech-savvy. We could access materials, submit work, and receive feedback all in one place. Notifications kept us updated, and we could comment or ask questions directly on posts, making it feel more interactive despite being remote. However, there were challenges too. Internet access wasn’t always reliable, and not everyone had their own device. Sometimes the lack of face-to-face interaction made learning feel isolating. It was also harder to stay motivated without the regular routine of physically going to school.

Despite these difficulties, Google Classroom played a crucial role in keeping education going. It allowed learning to continue when everything else had paused. The image reminds me not only of the struggles of that time but also of how technology helped us push through. Google Classroom showed me how ICT tools can support learning in flexible, practical ways—even in the middle of a global crisis. It’s a tool I’ve continued to use and appreciate long after the pandemic.

Image 2

 Exploring PowerPoint: A Powerful ICT Presentation Tool

The image displays Microsoft PowerPoint open on a computer screen, showing its familiar interface: slide thumbnails on the left, the main editing area in the center, and a range of design and editing tools across the top ribbon. This layout reflects PowerPoint’s role as a flexible ICT tool that helps users design and deliver presentations using text, visuals, animations, and multimedia elements. PowerPoint is widely used in education, training, and professional settings because of its simplicity and creative potential. The image highlights how users can insert images, charts, audio clips, and even video into slides, making content more engaging and interactive. Its ready-made templates and themes also support visual appeal, helping presenters maintain consistency throughout their presentation.

One of the key benefits shown in the image is how PowerPoint enables clear organization of information. Each slide can focus on one main idea, helping learners or viewers absorb content step-by-step. The ability to use animations and transitions further supports pacing and helps maintain attention. However, the image also represents some potential drawbacks. When used poorly, PowerPoint can lead to information overload. For instance, presentations packed with too many slides or too much text can become dull and overwhelming. The visual shown in the image could easily turn ineffective if slides are not well-designed or if the presenter reads directly from them without interaction or explanation. Another limitation is that PowerPoint presentations can sometimes become too linear and limit spontaneous discussion or deeper exploration of topics. Without careful planning, it may shift the focus from engaging with the audience to simply “going through the slides.”

In summary, the image of PowerPoint illustrates both the strengths and challenges of this common ICT tool. When used thoughtfully, it supports interactive, visual learning and clear communication. But when overused or poorly structured, it can disengage learners. PowerPoint remains a powerful tool—it simply depends on how we use it.

Image 1

 A Classroom Using a Smartboard

The image shows a classroom where a smart board is mounted at the front of the room, serving as a central teaching tool. The smart board is large, with a clean digital interface displayed on the screen. Its surface is smooth and touch-responsive, designed to allow both the teacher and students to interact with content using either fingers or a special stylus. The teacher is seen standing near the board, possibly explaining something or preparing to start a lesson. The smart board’s screen shows a clear layout of icons and options, suggesting that it can display multimedia content such as images, videos, presentations, and educational websites.

What stands out in the image is how the smart board replaces traditional tools like blackboards or whiteboards. Unlike those older tools, the smart board offers more flexibility—it can save work, switch between different screens, and connect to the internet. This creates opportunities for more dynamic and visually engaging lessons. There are also small speakers on either side of the smart board, which suggests the use of audio-visual materials. These features support a multisensory learning experience. The teacher does not need to carry printed charts or write everything by hand. Instead, information can be presented quickly and clearly, helping learners stay focused and involved.

Overall, this image highlights how smart boards have become a standard feature in modern classrooms. They support interactive teaching and allow educators to present content in diverse formats. The presence of the smart board in this classroom reflects the ongoing shift toward integrating ICT tools into everyday teaching and learning, making education more accessible, engaging, and adaptable to the needs of 21st-century learners.

Reflection 3

 ICT as an Constructive Tool

ICT as a constructive tool is all about helping students create and build their own understanding. Instead of just reading or listening, students can explore, experiment, and make things to show what they have learned. I have found that this kind of learning is much more fun and meaningful. One tool I have really liked using is C-maps. It lets you make concept maps that show how ideas are connected. I used it when planning a group project, and it helped me organize my thoughts and see the bigger picture. It is a great way to learn by doing. Google Classroom is another tool that supports constructive learning. It allows students to work together, ask questions, and share their work with teachers and classmates. I have used it to submit assignments, join class discussions, and get feedback during the pandemic time. It is simple, clear, and keeps everything organized. Virtual Learning Environments (VLEs) like Moodle or Blackboard also help students take control of their own learning. These platforms give access to lesson materials, quizzes, forums, and feedback. I like being able to learn at my own pace, especially when reviewing topics before exams.

 What I enjoy most about constructive tools is that they let me be creative. Instead of just answering test questions, I can make a presentation, a concept map, or a short video to show what I know. This makes learning more active and exciting. As a future teacher, I want my students to experience this kind of learning too. I believe students learn best when they are doing something, not just sitting and listening. Using tools like C-maps, Google Classroom, and VLEs, I can design lessons where students build knowledge by exploring, sharing, and creating. Reflecting on my journey, I have realized that ICT tools don’t just deliver content, they help students shape their own learning path. I am looking forward to using these tools to make learning more interactive, meaningful, and empowering for every student in my classroom.

Reflection 2

 ICT as an Assistive Tool

ICT as an assistive tool has shown me how technology can really help students who learn in different ways or face challenges in school. It is about using the right tools to make learning easier and more fair for everyone. There are so many great tools that I have come across—like Phet, Canva, Mentimeter, and Padlet. At first, I did not think of them as assistive tools, but I now see how they can support students in unique ways. For example, Phet helps keep lessons simple and focused, which is great for students who need more structure. Canva lets students create posters, slides, or visual stories, which can be very helpful for students who have trouble writing or explaining ideas with words. They can show what they know through pictures and design. Mentimeter and Padlet are great for classroom discussions. Students can type their answers anonymously, which helps those who are shy or anxious. Everyone gets a chance to participate without feeling nervous about speaking out loud. 

These tools create a safe space for sharing ideas. I’ve also learned about tools like Immersive Reader and text-to-speech software, which are amazing for students with reading difficulties or visual impairments. It means that even if reading is hard, they can still learn and take part in class. As someone training to be a teacher, I now understand how important it is to use tools that support all learners—not just the ones who do well with traditional methods. Assistive ICT tools are not just for students with special needs, they are helpful for everyone in different ways. Looking back, using these tools has made me more aware of how different every student is. I want to create a classroom where everyone feels supported and included. I will definitely keep using tools like Canva, Mentimeter, and Padlet to make sure all students have a fair chance to learn and share their ideas.

Reflection 1

 ICT as an Informative Tool

ICT as an informative tool has really changed the way I learn and understand things. It gives us so many different ways to get information like pictures, videos, audio, animations, and graphics. These tools help make learning more interesting and easier to understand. For example, I often use videos from YouTube or TED-Ed when I want to learn something new or when I am stuck. Seeing animations or listening to someone explain a topic helps me understand it better than just reading from a textbook. Sometimes, a short video explains in two minutes what would take pages to read. Pictures and graphics are also useful. Charts, diagrams, and infographics help me see how things are connected, especially in subjects like science or history. Audio tools like podcasts or recorded lessons let me learn on the go, like when I am walking or relaxing. The best part is that these tools let me learn at my own pace. I can pause, rewind, or go over the content as many times as I need. 

This helps me feel more in control of my learning. But with so much information online, I have also learned that it is important to know which sources are trustworthy. Not everything we see or hear is true, so I have started thinking more critically about the content I find. As a future teacher, I plan to use videos, animations, and pictures to help my students understand better and stay interested. These tools can support different types of learners, whether they learn best by watching, listening, or doing. Looking back, ICT as an informative tool has helped me not just learn more but also enjoy learning. It has made learning feel more personal, more flexible, and a lot more fun. I am excited to bring that same feeling into my own classroom one day.