Image 1: Implanted technology (Canva, AI, 2023)
In an era dominated by rapidly advancing technology, the intersection of biology and innovation has taken a drastic turn with the advent of devices such as Circadia, a ground breaking implantable device designed to collect biometric data from our bodies (Kender, 2014). As we grapple with today’s security and ethical issues, including malicious hacks, data exploits, and privacy concerns, the prospect of having embedded devices raises questions about the risks and rewards of such a technological leap (Kender, 2014; Mannerstrale, 2020, Reardon, 2016). Despite this, a staggering 82% of surveyed individuals anticipate a shift towards implantable technologies by 2025 (World Economic Forum, 2015). The director of MIT Initiative on Digital Technologies explains that given technology’s current influence on our cognitive processes (such as no longer having to retain information), the incorporation of implanted technology into our daily lives appears to be the next logical step (Reardon, 2016).
The sector of embeddable technology is evolving at an unprecedented rate, prompting contemplation about the potential of rewiring our educational experiences. If technologies can alter how we perceive pain by stimulating nerves and intercepting brain signals through vibrations (Hempel, 2018), could they also enhance cognitive functions?
Therefore, I propose that there could be immense benefits in developing an implanted device to aid individuals with dyslexia. Having dyslexia myself, I think that this kind of implant could have benefited my education. This would have been most beneficial throughout my undergraduate degree, when the level of academic reading increases and dyslexic challenges begin to take a new form. I believe this age category is also the most appropriate, as at this stage students will be adults (over 18). This means they are able to fully understand and consent to the ethical issues posed, including privacy, data usage and integrity (Achille, et.al, 2020).
At an undergraduate level, I can see two core benefits of using embedded technologies to enhance the student learning experience for those with dyslexia. Before exploring these features, it would be helpful to understand how dyslexia affects the physical processes within the brain through a brief video:
Video 1: Why the Dyslexic Brain is Misunderstood (VOX, 2023).
Firstly, I would draw inspiration from the neurostimulators used in pain management devices (Hempel, 2018) and current studies in speeding up transmission by increasing the frequency of transmitters in the brain (Kamen, 2016). I would focus these on the slow neuropathways which struggle to keep up with demand. The implant would be located in the left hemisphere of the brain to allow dyslexic people to connect pathways at the same speed as a ‘normal’ brain. What makes this different from Kamen’s (2016) article, is the localised approach, as the right hemisphere of the brain does not need interference. By speeding up the brain’s ability to read, students would have more time to complete wider reading, be less fatigued by overworking the brain and be able to spend more time refining assignments. This would help create a level playing field for all students with neurodiversity.
Secondly, the implant would have the ability to provide auditory and word recognition support. Currently, there are two software’s I find significantly helpful, the first one is ClaroRead, which could potentially be simulated and adapted using the current technology used for cochlear implants. These implants use electronic signals to simulate reactions from auditory nerves (Deep, et.al, 2019), which could be combined with the software of Claroread. This would provide aloud yet silent reading. The second software I find helpful is the Kindle ‘X-ray’ and ‘Word Wise’ features, which browses the web and book to provide insight into words and phrases you are reading. I propose the implant is fitted with an AI voice that provides clarification. I believe that this would significantly improve student understanding and learning experience.
Image 2 and 3: AI’s version of my device proposal (Canva, 2023)
While some ethical concerns are mitigated by ensuring that students are of consenting age, several issues persist. The proposed implant may level the playing field for some students but could potentially increase the advantages for dyslexic students who already have a stronger right hemisphere of the brain and a normally operating left. Balancing technological advancements with the potential benefits and ethical considerations is crucial in exploring the integration of implantable technology to support individuals with dyslexia in their educational journey.
As we stand at the intersection of implant innovation and neuroscientific exploration in education, the future holds the potential for significant advancements in supporting individuals with dyslexia on their educational journey. Although, I think it might be a bit late for me.
References:
Achille, R., Perakslis, C. and Michael, K., (2012) Ethical issues to consider for microchip implants in humans. Ethics in Biology, Engineering and Medicine: An International Journal, 3(1-3).
Canva AI (2023) “AI Generator on Canva“, Canva, Online, Available Here (Accessed: 22/11/2023)
Deep, N. L., Dowling, E. M., Jethanamest, D., & Carlson, M. L. (2019) ‘Cochlear Implantation: An Overview. Journal of Neurological Surgery. Part B, Skull base,’ 80(2), 169–177.
Hempel, V., (2018), ‘The future of wearables is implanted | Meet 6 excellent companies’, Science Service, Dr Hempel Digital Health Netword, Online, Available Here (Accessed 22/11/2023)
Kamen, M., (2016) ‘How neurotechnology could help treat dyslexia’, WIRED, Online, Available Here (Accessed 22/11/2023)
Kender, D., (2014) ‘Implantable technology will get under our skin’ USA TODAY TECH, Online, Available Here (Accessed: 22/11/2023)
Mannerstrale, P., (2020) ‘Can you put a smart phone into your hand?’, Smarter Apps and Brain Games, Online, Available Here (Accessed 22/11/2023).
Reardon, M., (2016), ‘The mobile phone of the future will be implanted in your head’ CNET, Online, Available Here (Accessed 22/11/2023)
World Economic Forum, (2015) ‘Deep Shift 21 Ways Software Will Transform Global Society’, World Economic Forum, Online, Available Here (Accessed 22/11/2023)
ChatGPT was used to proofread this blog.
The Future of Learning in the Digital Age 