Using Google Classroom as Assistive Technology in Universally Designed Classrooms

Stephen Sharpe; Gabrielle Young

doi:10.21432/cjlt28456

Authors

Stephen Sharpe Memorial University of Newfoundland
Gabrielle Young Memorial University of Newfoundland

DOI:

https://doi.org/10.21432/cjlt28456

Keywords:

Google Classroom, assistive technology, universal design for learning, inclusive education

Abstract

This study focuses on the use of Google Classroom as assistive technology in inclusive classrooms. Findings were based on data collected through single-case study methodology in semi-structured formal and informal interviews with eight teachers and a focus group with six students at one junior high school in the province of Newfoundland and Labrador in Canada. This study is designed to better understand the benefits and challenges associated with the use of Google Classroom within the framework of universal design for learning. The findings showed that Google Classroom was perceived by both teachers and students as effective classroom technology in meeting the needs of each learner in the classroom.

Author Biographies

Stephen Sharpe, Memorial University of Newfoundland

Stephen Sharpe, MEd, is a teacher with Newfoundland and Labrador English School District in St. John’s, Newfoundland in Canada where he teaches junior high science. Stephen’s motivation is to provide an exciting and educational learning environment for every student in his class.

Gabrielle Young, Memorial University of Newfoundland

Gabrielle Young, PhD, is an associate professor at Memorial University of Newfoundland in Canada where she teaches courses on learner exceptionalities. Gabrielle’s research interests include assistive and instructional technology, universal design for learning, and teachers’ efficacy to support students in inclusive classrooms and facilitate positive mental health.

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