Technology Makes Things Possible

2020 ◽  
pp. 406-425
Author(s):  
Sigal Eden
Keyword(s):  
Hard Of Hearing ◽  
Advanced Technology ◽  
Rapid Progress ◽  
Auditory Deprivation ◽  
Integration Of Technology ◽  
Gesture Control ◽  
Language Difficulties ◽  
Artificial Intelligence In Education ◽  
Communication Needs ◽  
And Training

Assistive technology may compensate for, or improve, deaf and hard-of-hearing (DHH) children’s ability to cope with auditory deprivation, language difficulties, and other challenges that could impair their ability to acquire skills during their school years. Technology is a catalyst for learning and training processes, capable of empowering DHH children to realize their linguistic, communicative, and cognitive potential. The rapid progress of technology has had an impact on the lives of DHH children and adults. Much of this technology is designed to treat the auditory and communication needs of DHH children. Other uses include cognitive, linguistic, social, learning, and life-skills aspects. These technologies have become miniaturized, mobile, and affordable, making them ubiquitous. This chapter focuses on the use of advanced technology, such as wearable and wireless gesture control, virtual reality, augmented reality, robots, and artificial intelligence, in education for pedagogical purposes. The integration of technology in the learning processes of DHH children can potentially improve their abilities in several specific domains.

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris
Keyword(s):  
Augmentative And Alternative Communication ◽  
Special Educators ◽  
Communication Disorders ◽  
Alternative Communication ◽  
The Bahamas ◽  
Complex Communication Needs ◽  
English Speaking ◽  
Communication Needs ◽  
Classroom Integration ◽  
And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

Technology Competency and Associated Challenges

2006 ◽  
pp. 150-171
Author(s):  
Yukiko Inoue ◽  
Suzanne Bell
Keyword(s):  
Teaching And Learning ◽  
New Technology ◽  
Technology Coordinators ◽  
Technology Competency ◽  
Integration Of Technology ◽  
Bill Gates ◽  
Proper Training ◽  
Develop Technology ◽  
Technology In Instruction ◽  
And Training

Bill Gates stated in a speech, “In all areas of the curriculum, teachers must teach an information-based inquiry process to meet the demands of the Information Age. This is the challenge for the world’s most important profession. Meeting this challenge will be impossible unless educators are willing to join the revolution and embrace the new technology tools available.”…. Every educator looks at the integration of technology—and its challenges — from a different perspective. Technology coordinators view the problems of insufficient hardware, software, and training as major obstacles. Teachers consider the lack of time to develop technology-based lesson a concern. Administrators identify teachers’ lack of experience using technology in instruction as yet another challenge. Teachers and administrators, however, can and are beginning to overcome these barriers with effective leadership, proper training, planning, and a commitment to enhancing teaching and learning using technologies. (Shelly, Cashman, Gunter, & Gunter, 2004, pp. 6.10-6.11)

scholarly journals THE PLACE OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) IN SCIENCE, TECHNOLOGY AND INNOVATION (STI) POLICY: THE NEED FOR POLICY REFORMATION IN NIGERIA

2015 ◽  
Vol 7 (2) ◽  
pp. 59-70
Author(s):  
Chukwuemeka B. Okafor ◽  
Samson O. Chukwuedo
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Educational Programme ◽  
Advanced Technology ◽  
Vocational Education And Training ◽  
Technology And Innovation ◽  
Science Technology ◽  
Technical And Vocational Education ◽  
And Training ◽  
Science Technology And Innovation

Educational policy is a fundamental document that guides the smooth running of any educational programme. If not properly planned, prepared and implemented, such education programme can be run haphazardly without any beneficial outcome. Any policy document that cannot be applied in any educational programme may be described as inadequate. A science or technology based policy should not consider only the advanced level technology in Nigeria but also integrate the lower or indigenous level technology; hence STI policy should not neglect the TVET indigenous technologies since TVET is seen as programme to promote skill acquisition for indigenous and advanced technology in any nation. This study, therefore, investigated the place of TVET programmes in STI policy in Nigeria. The study determined that the place of TVET in STI policy may be described as illusion, mirage or not comprehensive to the public because the policy formulation and implementation appears to neglect the adoption of low level indigenous TVET technologies in Nigeria which an average Nigerian benefits from. Theories and philosophical dicta were presented with respect to policy advocacy for TVET programmes in Nigeria. The place of TVET in STI policy is undefined in Nigeria, hence the need to properly integrate TVET section in STI policy or formulate an independent TVET policy. It is, therefore, recommended that applicable societal values in technology should be considered in STI policy for the realization of the Nigerian vision 20:2020. The STI policy making and implementation process should embrace 90% of the experts in the fields of science, technology, technical and engineering education, else the need for alternative policy for TVET programmes in Nigeria. Key words: technical and vocational education and training, science, technology and innovation Policy, indigenous technology, policy reform.

scholarly journals Is an Artificial Teacher Possible?

TECHNOLOGOS ◽  
2020 ◽  
pp. 40-55
Author(s):  
Alekseeva Ekaterina
Keyword(s):  
Artificial Intelligence ◽  
Intelligent Systems ◽  
Actor Network Theory ◽  
Critical Approach ◽  
Philosophical Perspective ◽  
Artificial Intelligence In Education ◽  
Points Of View ◽  
Human Teachers ◽  
And Training

The article is devoted to the urgent problem – the prospect of partial or complete substitution of teachers for artificial intelligence. With the progress of technologies related to the artificial intelligent systems development the reality of such substitution is estimated as increasing one. At the same time, even the potential substitution of human teachers for artificial intelligence and robotics raises zillion of questions which should be considered from different points of view: cognitive, social, technological, etc. The philosophical perspective provides a reflective integration of these points of view. The most prominent contemporary projects of using artificial intelligence in education have been revealed in the article. The types of intelligent systems used in education are systematized. It is shown that all of them have a different degree of anthropology. Primarily cognitive aspects of the problem of artificial intelligence in education have been considered in the article. The connection of ideas about the possibility of teachers’ substitution for the artificial systems with various approaches to understanding the key principles of education and training is investigated. At the same time, there is a socially critical approach showing that the substitution of teachers for the artificial intellectual systems is a component of cognitive capitalism. The author of the article proposes to reformulate the problem and consider the use of artificial intelligence in education not as a substitutional but as a supplementing technology. This means that artificial systems assume certain functions working in symbiosis with a human teacher and partly playing the role of a tutor. Using the actor-network theory and the ontology of assemblages, referring to the cyberand xenofeminist interpretation of the concept of "cyborg" the author shows that the teacher together with the artificial intelligence can form a human-machine system. In this case artificial intelligence shows emancipation potential but not alienating one.

scholarly journals Visualisation - interpretation understanding: Traveling on the royal road to mathematical abstraction in old boots: Descriptive geometry

Filomat ◽  
2009 ◽  
Vol 23 (2) ◽  
pp. 1-11 ◽  
Author(s):  
Gunter Weiss
Keyword(s):  
Natural Science ◽  
Visual Communication ◽  
Descriptive Geometry ◽  
3D Objects ◽  
Computer Visualization ◽  
Mathematical Abstraction ◽  
Royal Road ◽  
Mathematical Calculation ◽  
Communication Needs ◽  
And Training

Sketching and computer visualization are standard communication media in Technology and Natural Science as well as in Mathematics. Of any visualization we demand easy interpretability by the 'educated' viewer not only can 'read' the meaning of the figure but also gains some understanding of the visualized problem. Such a 'visual communication' needs schooling and training. Descriptive Geometry provides some simple but effective rules and techniques for such a visual communication. Using properties classical geometric mappings, e.g. normal projections or cyclography, can give insight to problems, which sometimes are rather hard to tackle purely by mathematical calculation. Sometimes we receive even an easy proof of the problem, a proof 'by looking at the figure', such that one is encouraged to speak of a 'geometric royal road' to the problem. Some special examples of such problems shall illustrate this statement. Most of the shown examples are not new, but they are not at all very well known! What should be shown is that Descriptive Geometry is much more than just an engineering graphics tool for visualizing 3D-objects. It strongly supports mathematicians, too. To emphasize that Descriptive Geometry is an intellectual tool besides for visualization the figures in this work are freehand drawn sketches instead of perhaps more beautiful computer generated drawings.

Working with Randolph-Sheppard Entrepreneurs who Are Deafblind: A Qualitative Analysis

2017 ◽  
Vol 111 (1) ◽  
pp. 61-71 ◽  
Author(s):  
Anne C. Hierholzer ◽  
Jacquelyn Bybee
Keyword(s):  
The United States ◽  
Sampling Procedure ◽  
Program Improvement ◽  
Business Enterprise ◽  
Snowball Sampling ◽  
Important Approach ◽  
Communication Challenges ◽  
Communication Needs ◽  
E Mail ◽  
And Training

Introduction The purpose of the study was to explore challenges facing deafblind entrepreneurs and the staff who work with them through the Randolph-Sheppard Business Enterprise Program. Methods Interviews were conducted with 41 Randolph-Sheppard staff and deafblind entrepreneurs across the United States. Participants were selected using a snowball sampling procedure. Interviews were conducted by telephone or e-mail, and results were coded to identify overarching themes. Results The top challenge identified among all staff was helping deafblind entrepreneurs interact effectively with customers. Common communication challenges included reliance on third parties and communication that was characterized by repetition and slowness. Although challenges surrounding communication were commonly cited by staff, problems with technology were the most important concerns for the entrepreneurs themselves. Over one-third of respondents (36%) felt deafblindness did not create any unique communication challenges. Common suggestions for program improvement were expanding access to interpreters and training in sign language and tactile interpreting. Discussion Entrepreneurs and staff agreed that many challenges relating to deaf-blindness can be overcome with creativity and determination. One important approach for improving communication is proactively informing customers about the entrepreneur's deafblindness and describing communication strategies. Further research to determine the extent of hearing loss among entrepreneurs in the Randolph-Sheppard program would be beneficial. Implications for practitioners Individuals with deafblindness have demonstrated the ability to take part in the workplace, but challenges remain. Staff who work with these entrepreneurs need to help them address their unique communication needs in a proactive, positive manner.

Technical and Operational Utility of Ubiquitous Devices with Challenging Issues in Emerging Ubiquitous Computing

2018 ◽  
Vol 9 (1) ◽  
pp. 16-35 ◽  
Author(s):  
Mamata Rath
Keyword(s):  
Wireless Networks ◽  
Ubiquitous Computing ◽  
Mobile Devices ◽  
Physical Environment ◽  
Emerging Technology ◽  
Advanced Technology ◽  
Living Space ◽  
Research Article ◽  
Computer Based ◽  
And Training

Ubiquitous computing is an advanced technology in the age of wireless networks that supports infiltration, activation and interconnectability of all the electronic and sensor-based objects related to everyday issues, and in this manner endeavours to empower a ubiquitous stream of information and data by coordinating learning and training. Ubiquitous computing is the method of enhancing computer-based computations by making use of many computers available throughout the physical environment, but making them effectively invisible to the user. The advanced technology of science and networks is instinctively welcoming the introduction of this revolutionary computing concept that guarantees to profoundly affect the way the authors associate with computing machineries, electronic gadgets, mobile devices, cyber spaces, and related peripherals. This new emerging technology of ubiquitous computing imagines a world where inserted processors, PCs, sensors, and advanced correspondences are reasonable products that are accessible at any time. Ubiquitous computing will encompass clients with an agreeable and helpful data condition that unites physical and computational foundations into incorporated natural surroundings. This living space will include an expansion of hundreds or thousands of computing gadgets and sensors that will give new usefulness, offer specific administrations, and lift efficiency and cooperation. The current research article projects technical and operational utility of ubiquitous devices with challenging issues in emerging ubiquitous computing.

Vascular Access Teams: A Global Outlook on Challenges, Benefits, Opportunities, and Future Perspectives

2021 ◽  
Vol 27 (1) ◽  
Author(s):  
Shonda Morrow ◽  
Erica DeBoer ◽  
Christopher Potter ◽  
Smeet Gala ◽  
Kimberly Alsbrooks
Keyword(s):  
Vascular Access ◽  
Data Dissemination ◽  
Cost Savings ◽  
Quantitative Information ◽  
Global Scale ◽  
Advanced Technology ◽  
Related Data ◽  
Challenges And Opportunities ◽  
The Impact ◽  
And Training

Highlights Abstract Background: Specialized vascular access training for medical professionals organized into vascular access teams (VATs) was shown to improve patient outcomes, clinical efficiency, and cost savings. Professional perspectives on VAT benefits, organization, challenges, and opportunities on a global scale remain inadequately explored. Using detailed perspectives, in this study, we explored the global VAT landscape, including challenges faced, clinical and clinico-economic impacts of VATs, with emphasis on underresearched facets of VAT initiation, data dissemination, and metrics or benchmarks for VAT success. Methods: Semistructured in-depth interviews of 14 VAT professionals from 9 countries and 5 continents were used to elicit qualitative and quantitative information. Results: Catheter insertions (100%) and training (86%) were the most performed VAT functions. Based on a 1–7 scale evaluating observed impacts of VATs, patient satisfaction (6.5) and institutional costs (6.2) were ranked the highest. VAT co-initiatives, advanced technology utilization (6.6), and ongoing member training (6.3) distinctly impacted VAT endeavors. Most institutions (64%) did not have routine mechanisms for recording VAT-related data; however, all participants (100%) stated the importance of sharing data to demonstrate VAT impacts. Time constraints (57%) emerged as one of the major deterrents to data collection or dissemination. The majority (64%) experienced an increased demand or workload for VAT services during the COVID-19 pandemic. Conclusions: Despite the global variances in VATs and gaps in VAT-related data, all participants unanimously endorsed the benefits of VAT programs. Evaluating the impact of VATs, disseminating VAT-related data, and forging specialized institutional partnerships for data sharing and training are potential strategies to tackle the hurdles surrounding VAT formation and sustenance.

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