Sadly this week I did not make it to PSII because whatever is going around absolutely TOOK ME OUT and I feel like I will never be the same- haha. So please enjoy my thoughts about this weeks topic instead 🙂

Why Intentional Technology Matters

This week we looked at assistive tech and intentionality in tech enabled learning design. A mouthful to say the least. An idea that really stuck with me right off the bat is that technology should never be used just because you can use it. It needs to be used purposefully, thoughtfully, and it needs to be rooted in supporting the learning of your students- not just because they want to “go on their phones”.

Assistive tech plays a huge role in creating more equitable classrooms. It is not only for students who may have designated needs, it can benefit all learners by offering multiple ways to access content and show understanding. This aligns with UDL, where we design lessons from the beginning to be accessible, rather than trying to scramble to adapt them after we’ve started.

The word intentionality in this context is so important. It really made me think about how often technology is used as a direct substitute rather than something that actually enhances or transforms learning for the better.

Making Content Accessible (Including This Post!)

For example, I have included headings in my blog post today, as well as all the attachments you will find below will have descriptive text for more accessibility. Below is a picture of me in Switzerland for practice 🙂

(there’s nowhere to click update on my dashboard, all it says is save, so I am hoping that the alt text is in there somewhere)

I, Christina Seabrook am wearing a black rain jacket and green shorts standing on a rainy, gravel mountain road, reaching towards a cow near the edge of a steep, forested valley with mist-covered mountains in the background.

Using the SAMR Model

I have never seen the SAMR model. Or if I have it never landed a spot in my brain. I love it. It actually makes SO much sense looking at it visually- I am 100% a visual learner- I have to be able to read something in order to understand, and this model is everything I could ask for. The SAMR model pushes us to think beyond just replacing traditional tools with digital ones.

Diagram of the SAMR model (borrowed from Rich's ED Tech website) for technology integration, illustrating four levels—substitution, augmentation, modification, and redefinition—using an underwater scene to show increasing depth and complexity.

For example, typing an assignment rather than handwriting falls under substitution but using technology to redesign a task like creating a multimedia reflection moves into modification or even redefinition.

This really challenged me to think about how often I might unintentionally stay in the lower levels without realizing it. But moving forward, I want to use SAMR as a reflective tool to make sure what I am doing is actually helping or hindering my students.

Accessibility Practices I Notice Being Missed

I think one of the biggest ones I see often missed is actually alt text. I honestly have never even thought about adding alt text to an image before, so this was a really great reminder. It’s super easy to insert an image into a slide deck or blog post, but without a description, it becomes inaccessible to anyone using a screen reader or an alternative way of reading. I think it is easy to miss steps like this- even headers for that matter to better organize yourself but also to help the reader know what they are reading as well- so we just go about our day not thinking about everyone… but I think the more that you do it, the easier and more natural it becomes to just naturally include everyone, and that is a place I want to be down the road.

Why Accessibility Practices Aren’t Used More Often

I think the main reason for digital accessibility being over liked is a lack of awareness and training, and maybe even a little bit of time constraint. Many educators (myself included) simply haven’t been explicitly taught how to design accessible materials- so this week’s topic felt like a really great place to start.

The reality of time also comes into play here I think. When teachers are planning lessons and managing classrooms, accessibility can feel like an “extra”step rather than something built into the process. So without intentional focus or institutional support, its easy for it to be overlooked, but like I mentioned earlier, I hope one day its naturally built into our lesson planning and classroom management strategies rather than an afterthought.

How I’ll Use This In My Teaching

Intentionally and accessible. It’s really that simple. I want to choose tools that will genuinely support learning, offer multiple ways for students to engage and express their understanding, and build accessibility into my planning from the start. Not as an afterthought.

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