feel connected to the classroom environment, and emotion- ally, these tools can alleviate the feeling of isolation that often accompanies homebound education, offering students a sense of belonging (Johannessen, et. al, 2023; Kasuk & Virkus, 2023; Thompson & Chaivisit, 2021). This project explores how educational leaders can plan, implement, and manage the use of such technology, to ensure that all students, regardless of their challenges, have access to quality education. Additionally, this project will explore the effectiveness of assistive technology in maintaining academic and social engagement for homebound students while also understanding the perspectives of parents, teachers, and administrators. This project will aim to explore the following questions: 1. How does assistive technology support homebound students in staying connected to school? 2. What are the challenges and successes associated with using assistive technology in this context? LITERATURE REVIEW Assistive technology refers to various tools and devices that support students with disabilities or specific needs in facilitating their participation in educational activities (Kasuk & Virkus, 2023). The use of assistive technology in education is grounded in several theoretical frameworks. These frameworks emphasize the need for flexible learning environments that accommodate diverse learner needs, enabling all students, including those who are homebound, to access and engage with the curriculum. Additionally, these frameworks highlight the importance of social interaction for learning, underscoring the value of tools like telepresence robots (TPRs), which allow remote engagement and can foster a social presence. Continuity in education is vital for maintaining academic progress and social connections. Assistive technologies, such as TPRs, can allow homebound students to remain engaged with their school community. These tools work to provide access to lessons, enable communication with teachers and peers, and help bridge the gap between homebound students and their classmates, promoting a sense of normalcy and inclusion (Kasuk & Virkus, 2023). Various studies have explored the use of assistive technology for homebound students, particularly focusing on technologies like TPRs. Research has shown that these technologies can significantly improve engagement, academic performance, and social interactions for students who are unable to attend school in person (Johannessen, et. al, 2023; Kasuk & Virkus, 2023; Thompson & Chaivisit, 2021). The use of TRPs for homebound students has been shown to offer a range of benefits, improving both social and educational experiences. Studies indicate that TRPs can facilitate enhanced participation in lessons, allowing students who are physically unable to attend school to remain actively involved in their
classroom (Kasuk & Virkus, 2023). These robots can also enable increased communication with peers, fostering meaningful interactions and reducing feelings of isolation that are often associated with being homebound (Johannessen et al., 2023). Through the use of personified web cameras, TRPs can create an opportunity for students to interact with both teachers and classmates, promoting social and educational inclusion and ensuring that homebound students do not feel excluded from their academic community (Johannessen et al., 2023). Furthermore, the perception of the robot as having a physical presence and agency can contribute to its effectiveness. Home- bound students and their classmates often perceive the TRP as more than just a tool, viewing it as an entity capable of move- ment and interaction within the classroom environment. This perception of robot agency can enhance the student’s sense of being present and active in the learning process, making them feel less like passive observers (Thompson & Chaivisit, 2021). The use of human pronouns such as “she” and “her” by both the robot user and classmates can continue to reinforce the human-like presence of the TRP, further blurring the lines between technology and social interaction (Thompson & Chaivisit, 2021). As TRPs become more commonplace in class- rooms, they are increasingly integrated into daily school life, reducing the novelty factor and helping homebound students feel more connected and accepted within the academic envi- ronment (Thompson & Chaivisit, 2021). These findings highlight the potential of TRPs to enhance both the social inclusion and educational engagement of homebound students, making them a valuable tool in modern education. Despite the potential benefits of TRPs for homebound students, several challenges have been identified that can hinder their effectiveness and widespread adoption. Tech- nical difficulties can be a significant barrier, with issues such as unreliable internet connectivity and problems with maneuver- ability, audio, and video quality negatively affecting real-time interactions (Kasuk & Virkus, 2023). These technical problems can create frustrating disruptions, undermining the overall user experience and hindering the robot’s intended purpose of fostering engagement and connection. Additionally, some homebound students may not have access to the necessary equipment or technical support, further limiting the potential benefits of TRPs (Kasuk & Virkus, 2023). Another major challenge can be the resistance from educa- tors and school staff, who may be skeptical about adopting new technologies like TRPs. Many teachers express concerns about their ability to manage these technologies effectively, and some may resist their implementation due to unfamiliarity or worries about an increased workload (Kasuk & Virkus, 2023). This skepticism is often informed by broader beliefs about the failure of technology in schools and the potential disruption to established pedagogical practices (Johannessen et al., 2023).
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