Exploring Assistive Technology

Curriculum Context

Subject: Languages
Year Level: Year 9
Curriculum Area: Australian Curriculum: Languages
Specific Focus: Intercultural Understanding & Critical Thinking

According to the Australian Curriculum, students in Year 9 should enhance their intercultural understanding and critical thinking skills by engaging with topics that develop their ability to analyse how language, culture, and technology intersect in diverse contexts.

This lesson aligns with the general capability of Information and Communication Technology (ICT) Capability and the Cross-Curricular Priority of Australians with Disability. Students will explore how assistive technologies have transformed communication and broken down barriers for individuals with diverse needs.

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Lesson Objectives

By the end of the lesson, students will:

1. Understand the history and development of assistive technology in communication within Australia and globally.
2. Create and present a basic concept for an assistive device that improves accessibility for a specific group of people.
3. Explore the connection between language and communication technology, focusing on accessibility.
4. Reflect critically on the social impact of assistive technology, particularly how it affects Australian communities.

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Materials Needed

• Interactive whiteboard or projector
• Access to Chromebooks/tablets (1 per small group)
• Large sheets of butcher paper and markers for brainstorming
• A printed timeline of key assistive technology milestones specific to Australia
• Sample Braille cards or Auslan alphabet sheets (if available)

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Lesson Breakdown

1. Lesson Introduction (10 Minutes)

Engagement Activity

• Begin with a thought-provoking question written visually:
  "Imagine you couldn’t speak, hear, or see. How would you communicate with your friends and family?"
• Give students 2 minutes to jot down their initial thoughts individually in their notebooks.
• Facilitate a brief discussion with the whole class, gathering some of the students' ideas on how they imagine communicating without traditional methods.

Setting Goals

• Outline the objectives of the lesson, connecting communication challenges with the advancements in assistive technology.

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2. A Brief History of Assistive Technology (15 Minutes)

Mini Lecture (Interactive)

• Display a timeline on the whiteboard showing major assistive technology breakthroughs. Emphasise Australian context where relevant, e.g.:
  • Invention of the Cochlear Implant by Australian scientist Graeme Clark in 1978.
  • Development of Auslan (Australian Sign Language) and its adaptation as an official communication tool.
  • The rise of voice-to-text and text-to-speech tools applied in modern apps with accessibility functions.

Hands-On Component

• Divide students into small groups, assigning each group to research one specific assistive technology (braille, sign language, screen readers, cochlear implants).
• Provide a short fact sheet for each group to quickly scan and discuss within their teams. They should identify:
  1. Who the technology was designed for.
  2. The benefit it provides.
  3. Any barriers it has overcome in communication.

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3. Design Challenge: Concept Creation (25 Minutes)

Creative Group Activity

• Students stay in their small groups for a collaborative challenge:
  "Design a concept for the next breakthrough in assistive communication technology."
  • Ask students to brainstorm: What problem does it solve? Which groups would benefit? What features would make it effective?
  • Each group drafts their concept on butcher paper, including a simple drawing or layout of the technology.

Teacher Guidance

• Circulate the room, assisting groups as necessary and offering live feedback. Push students to think critically about how their technology could work linguistically:
  • What languages does it accommodate?
  • How does it adapt for cultural differences (e.g., Auslan vs. other sign languages)?

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4. Group Presentations (15 Minutes)

Student-Led Presentations

• Each group briefly presents their concept to the class (2-3 minutes per group).
• Encourage classmates to ask questions and provide constructive feedback on each concept using a “Two Stars and a Wish” approach:
  1. Two positive aspects of the concept.
  2. One suggestion for improvement.

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5. Reflection & Wrap-Up (5 Minutes)

Reflective Discussion

• Lead a short class discussion with prompts:
  • “How have assistive technologies improved quality of life for different communities?”
  • “Are there challenges with designing technologies that adapt to diverse languages and communication needs?”
  • “What can we, as students, do to support further innovation in this field?”

Exit Slip

• As students leave, ask them to complete an Exit Slip:
  Name one new thing you learned about assistive technology and why you think it’s important.

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Differentiation

• For EAL/D Learners: Provide key terms and definitions ahead of the lesson, such as "assistive technology," "Auslan," and "Cochlear Implant" with visuals to support comprehension. Pair these students with peers who have strong language proficiency for the group activities.
• For Advanced Learners: Challenge these students to include concepts of multilingual compatibility in their assistive technology design.

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Assessment

• Formative: Informally assess students’ group participation and collaboration during the concept creation activity.
• Summative: Evaluate the creativity and clarity of the group presentations, particularly how well they connect their device to solving specific communication challenges.
• Reflection Task: Use the Exit Slips to gauge individual understanding of the lesson and identify areas needing follow-up.

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Teacher Reflection (Post-Lesson)

• Did students engage with the topic and critically analyse the connection between language, culture, and technology?
• How effective was the group design challenge in facilitating creativity and collaboration?
• Are there opportunities to extend this topic into future lessons (e.g., deeper exploration of Auslan or coding accessibility tools)?