·      More independent through assistive technologies such as note taking devices and speech-to-text programs

·      Central location for classroom content – easily accessed 

·      Review content multiple times independently 

·      Interact socially more with peers

·      Improve language and reading skills

·      Learning from peers

·      Misuse of online platform in the form of bullying and/or a bias to change information

·      Unable to read social cues and adjust behaviour

·      Not always considered real writing or pieces of work

·      These technologies allows for anyone and everyone’s voices to be heard regardless of ability or disability 

·      Helps students with disabilities to become more independent, interactive and engage socially with their peers, therefore making a safe and secure learning environment that encourages participation of all  

·      It appeals to the multiple intelligences therefore including every student in class learning 

·      Allows teachers to look past any sort of disability to assess a student fully 

·      Assists teachers to get to know their students and identify what they need 

·      Most schools have cyber safety tools that can block certain websites or links that are inappropriate 

·      Whilst some factors may seem inappropriate, web 2.0 does expose students to ideas and concepts that will challenge their learning and understanding of the world. This is not necessarily a bad thing. This teaches students how to use ICT responsibly; it teaches them strategies to sort through helpful and not helpful information and identify their own personal responses; it teaches them about resilience and how to move forward after setbacks 

·      When everyone and anyone has access to the internet it means that people can write whatever they like about whom ever they like. This might lower the self-esteem of some. However it could also teach resilience

·      Students may become too dependent on assistive technologies and give up on trying to accomplish certain skills.

 

·      This could also open up doors for opportunities that people with and without disabilities may not have had in the past. For example, people could create online business and work from home. They could make goods and have people collect them from their homes or chose locations. 

 

·      Finally it could bridge the gap between the abled and disabled. Using assistive technologies allows all people to interact, communicate and engage with one another, therefore creating a society of acceptance and normality. 

·      Encourages independence and social interactions with peers and online communities.

·      Accessibility; often free to create online platforms and easily accessed by all.

·      Online platform is a central location for all class work.

·      Can be used as an introduction/exploration of formal and informal language.

·      Ability to tailor the platforms to the needs of the students.

·      Online/internet safety – opens the door to cyber bullying and inappropriate use of the platforms. Must be monitored.

·      ‘Information’ found online is not always factual.

·      Can be seen as a distraction, particularly text messaging.

·      Unable to read social cues and behaviour on an online platform so some students may struggle with appropriate responses and interpretations.

-Language can be misinterpreted

-When work is completely done online, fine motor skills aren’t as refined.

-Bullying

-Student become dependent on technology

Distinguishing between fact and fiction

-Diverse learning opportunities

-Encourages participation from students with disabilities

-Develops social interaction skills without the pressure of being put on the spot

-Helps to create active and informed citizens

- Collaboration is a huge advantage to working on devices that can connect via wifi or bluetooth. 
- Classrooms often have a set of i-pad which is great for one group to all be working on a task or one i-pad per a group but many activities require all students to have their own iPad.
- I really enjoy that many of these tools and strategies include parents and teachers in the student work. Not only are they held responsible for their work but parents should be able to see clear links between the feedback they get from teachers and the work their child produces in class. 

- I would be interested in taking a slow approach and scaffold how programs work with emphasis on social skills. Hopefully by the time my students are online they will have effective social skills and resilience in place for when they interact on a different format. 

- As seen in Including Samuel, he and his peers have higher advocacy skills and I would hope this continues online. 

- Many people use online communication as a way to say what they like without repercussions as they can choose to be anonymous. If my students are online I would want to cover a bit of content with them about when it is and isn’t appropriate to be anonymous online and how it can impact relationships. 
- They need to learn why others might choose to be online even if it isn’t respectful of others. My students should learn how these online interactions can impact their offline interactions and attitudes. We have also been studying a lot about mental health, social and emotional wellbeing and this is very important to link in to students whose online relationships with their peers need to be consistent with offline relationships. 

- I see this as a big challenge for teachers and students as it introduces a lot more content and requires scaffolding.