Field trips: Digital and assistive technology
Using a range of digital and assistive technologies is a core part of Universal Design for Learning. Technology can remove barriers in the field by providing information in multiple formats and offering students flexible ways to demonstrate their understanding5.
Provide accessible information and tools
- Share key information in accessible formats for all students.
- Where feasible, support mobile access to digital field guides with accessibility features such as adjustable fonts and text-to-speech. Students’ own devices can often be used, so aim to share materials in formats that work well on phones or tablets.
- Use a portable voice amplifier for on-site briefings to ensure all students can hear in noisy or open environments.
- Caption all pre-trip instructional videos and upload downloadable transcripts in accessible formats.
Offer flexible ways to participate and record
- Provide multiple recording modes to suit different learners.
- Encourage students to record observations using methods beyond handwriting, such as photo-voice apps, voice notes, or drawings. Explicitly state that all methods will be valued equally1.
- Ensure any apps or digital tools are tested for accessibility and usability before the trip.
- Consider a narrated 360° virtual field-tour with real data. (Aspirational; seek EDI grants/teaching support.)
Why it matters— By providing flexible options for data capture and information access, you ensure students feel supported in their learning and participation15,16. This approach acknowledges that ‘disability is not removed; rather, the needs related to the disability are accommodated through the broad design of the lesson and learning environment’.
