Utilization of Digital Technologies to Enhance Assessments, Practices, and Equity in Inclusive Education: The Constraining Factor

Introduction

The description of inclusive education encompasses concentrating on the distinct wants of learners as well as nurturing an understanding of social impartiality. Similarly, for education providers, inclusive education encompasses concentrating on the distinct wants of learners, assisting them to surmount any challenges that may hinder them from maximizing their potential. (Gilbert Review, 2007; Education and Skills White Paper, 2005). It is about equal prospects for all learners, regardless of their age, gender, ethnicity, achievement and family. It pays specific consideration to the provision made for and the success of various categories of learners within an institution (Ofsted 2000). On the contrary, the ever-changing dynamics in the sector of education like the use of technology to accommodate new challenges such as COVID 2019 among others tends to complicate the aim and philosophy of inclusive education if not executed judiciously. Utilization of digital Technologies to enhance assessment practices and equity is one of such initiatives towards this end in inclusive education.

Evaluation is an essential phase in inclusive education and other levels of education. Consequently, educators in inclusive education and other levels are pre-occupied with findings, dependable and suitable techniques of evaluation using methods of digital-learning in the design and circulation of exams to learners globally. The assessment technique ought to guarantee reliability and integrity (Natt, Dupras,Schultz & Mandrekar, 2006); undoubtedly, this will permit discussion between learners and instructors while implementing a tool for constant assessment. The outcomes of such discussion may improve academic success (as well as the learning results of the course, like interpersonal skills, communication, knowledge, cognition, responsibility, and information technology skills).

Digital-learning is an optimistic style in learning that has the potential of efficiently transmitting knowledge and skills to students. It depends on the utilization of contemporary mode of communication such as multimedia software, computers, computer aided networks, audio-visual aids, mobile devices, graphics search engines, and online digital libraries (Meletiou, Boyatzis, Stavroulaki & Sgouropoulou, 2012). Thus, digital-learning implies utilizing all types of technologies to transmit knowledge and skills with well-organized communication between instructors and students to attain maximum benefits in a short span of time and effortlessly (Tamrakar & Mehta, 2011). In reaction to this increasing exchange of information, education systems (mostly during the epidemic like COVID-19) have crafted novel techniques of offering remote learning among millions of inclusive institutions and higher education.

Several researchers believe that learning after COVID-19 may not revert to the conventional way as it was initially. Although access to technology may be almost universal nowadays, utilizing those same technologies for learning and assessment is not always equitable. This is informed by the fact that digital equity is multifaceted, multilevel, and, at times, technical and varied in every context. Many instructors and learners are struggling to keep pace to a digital world where it looks like everybody is connected, yet not everybody has similar access (Ngwacho, 2021a).