Connectedness and ICT: Opening the door to possibilities for people with intellectual disabilities

2019 ◽  
Vol 24 (4) ◽  
pp. 503-521 ◽  
Author(s):  
Tim Barlott ◽  
Tammy Aplin ◽  
Emma Catchpole ◽  
Rebecca Kranz ◽  
Damian Le Goullon ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Social Connectedness ◽  
Communication Technologies ◽  
Digital Inclusion ◽  
Information And Communication ◽  
Qualitative Descriptive ◽  
People With Intellectual Disabilities ◽  
Personal Skills ◽  
Health Organization ◽  
Personal Interests

This study aimed to investigate the experiences of people with intellectual disability (ID) using information and communication technologies (ICTs) and the ways these technologies foster social connectedness. In partnership with a community mental health organization, this qualitative descriptive study explored the experiences of 10 people with ID using ICTs. Participants described how ICTs Opened the Door to Possibilities in their life – ICTs provided an avenue for connecting with other people, a means to pursue personal interests and a tool for organizing everyday life. Opening the door to possibilities was further understood as movement towards digital inclusion for people with ID, conceptualized as the fit between social opportunity and personal skills. We have identified the prominent role social supports play in creating (and constraining) opportunities for digital inclusion, and that digital inclusion has the potential to enable social connectedness and the development of agency. Consideration of the complex interaction between social opportunity and personal skills, and the mediating influence of supports, will enhance the inclusion of people with ID.

scholarly journals Inclusão digital via acessibilidade web | Digital inclusion via web accessibility

2009 ◽  
Vol 5 (1) ◽  
Author(s):  
Cesar Augusto Cusin ◽  
Silvana Aparecida Borsetti Gregorio Vidotti
Keyword(s):  
Information And Communication Technologies ◽  
Information Science ◽  
Web Accessibility ◽  
Communication Technologies ◽  
Information Architecture ◽  
Digital Information ◽  
Digital Inclusion ◽  
New Information ◽  
Information And Communication ◽  
Science Information

Resumo A natureza atual da web, que destaca a participação colaborativa dos usuários em diversos ambientes informacionais digitais, conduz ao desenvolvimento de diretrizes que enfocam a arquitetura da informação digital inclusiva para diferentes públicos nas mais diversas ambiências informacionais. A pesquisa propõe e objetiva um ambiente informacional digital inclusivo, visando apontar os elementos de acessibilidade que permitam a promoção da inclusão informacional digital, de forma a destacar os referenciais da Arquitetura da Informação Digital, de recomendações internacionais, com o olhar da Ciência da Informação e das novas tecnologias de informação e comunicação (TIC).Palavras-chave inclusão digital; web; acessibilidade; ciência da informação; arquitetura da informação.Abstract The current nature of the web, which highlights the collaborative participation of users in various digital informational environments, leads to the development of guidelines that focus on the digital inclusive information architecture for different audiences in diverse informational environments. The study proposes an inclusive digital information environment, aiming to establish the elements of accessibility that  enable the promotion of digital inclusion information in order to highlight the references of digital information architecture, the international recommendations, with the perspective of Information Science and the new information and communication technologies (ICT).Keywords digital inclusion; web; accessibility; information science; information architecture.

scholarly journals A inclusão digital no ensino de Ciências: analisando laboratórios virtuais de aprendizagem

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Aline Jaime Leal ◽  
Lenira Maria Nunes Sepel
Keyword(s):  
Science Teaching ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Communication Technologies ◽  
Learning Objects ◽  
Digital Inclusion ◽  
Cd Rom ◽  
Information And Communication ◽  
Learning Labs

Resumo: Os Laboratórios Virtuais de Aprendizagem (LVA) são páginas web, softwares ou CD-ROM que contêm um conjunto de objetos de aprendizagem, os quais possibilitam a realização de atividades experimentais, preferencialmente, através da simulação de equipamentos, materiais e variáveis. Este trabalho foi realizado com o objetivo de descrever características relevantes para que um LVA auxilie o processo de ensino e aprendizagem de Ciências. Para isso, foram selecionados 30 artigos científicos, publicados entre 2001 e 2015, que aplicaram LVA no Ensino de Ciências, compreendendo as três subáreas: Biologia, Física e Química. Esses artigos abrangeram três idiomas (Espanhol, Inglês e Português) e foram selecionados por apresentarem pesquisa de opinião dos usuários e/ou avaliação da aprendizagem dos alunos após o uso do LVA. Analisou-se os LVA quanto a conteúdo abordado, nível de ensino a que foi destinado, recursos didáticos disponíveis, formato, metodologia empregada na sua aplicação e tipo de avaliação a que foi submetido (opinião do usuário e/ou aprendizagem dos alunos). Desta forma, a partir da opinião dos usuários (alunos e professores), bem como das concepções dos autores dos trabalhos analisados, identificou-se que determinadas características são consideradas relevantes para um LVA facilitar o processo de ensino e aprendizagem de Ciências. Dentre elas, destacam-se: apresentar o conteúdo teórico de forma clara e sucinta; ser fácil de usar para promover a inclusão digital de seus usuários; ser atrativo e interativo para despertar o interesse e motivação dos alunos, bem como a comunicação entre seus usuários; apresentar vários métodos avaliativos para acompanhar o processo de aprendizagem dos alunos.Palavras-chave: Tecnologias da Informação e Comunicação. Atividades práticas experimentais. Laboratório Virtual de Aprendizagem.  DIGITAL INCLUSION IN SCIENCE TEACHING: ANALYZING VIRTUAL LEARNING LABORATORIESAbstract: Virtual Learning Labs (LVA) are web pages, softwares or CD-ROM which contain a set of learning objects which allow carrying out experimental activities, preferably through simulation of equipment, materials and variables. This work was conducted with the aim of describing relevant features for which a LVA helps the process of teaching and learning of Science. For this purpose, 30 scientific articles have been selected, published between 2001 and 2015, applied LVA in Science Teaching, comprising three sub areas: Biology, Physics and Chemistry. These articles covered three languages (Spanish, English and Portuguese) and were selected for containing users opinion survey and/or learning evaluation of the students after using LVA. LVA was analyzed relating to the content, teaching level to what it was intended, available didactic resources, format, used methodology in your application and type of assessment to that it was submitted (opinion of the user and/or students' learning). In this way, from the opinion of users (students and teachers), as well as the authors' conceptions of analyzed works, it was identified that certain characteristics are considered relevant for LVA facilitates the process of teaching and learning Science. Among these features it can be highlighted: to introduce the theoretical content in a clear and succinct way; to be easy to use to promote digital inclusion of users; to be attractive and interactive to awaken students’ interest and motivation, as well as the communication between their users; to introduce several evaluation methods to monitor the learning process of the students.Keywords: Information and Communication Technologies. Practical experimental activities. Virtual Learning Lab.

Digital inclusion

2019 ◽  
Author(s):  
Ronald M. Baecker
Keyword(s):  
Digital Divide ◽  
Information And Communication Technologies ◽  
Digital Technology ◽  
Social Inclusion ◽  
Communication Technologies ◽  
The Internet ◽  
Digital Inclusion ◽  
Digital Devices ◽  
Information And Communication ◽  
The Rich

J. C. R. Licklider, Vannevar Bush, Doug Engelbart, Ted Nelson, and Alan Kay optimistically and exuberantly imagined how computers could better the lives of people. Much of this has come to pass. The Internet supports learning by ‘students’ at all levels. Information on laws, procedures, diseases, and medical care may be found on the web. The Internet now provides the easiest, or in some cases the only, way to pay bills or order items such as books, groceries, and even clothing. It is a means of communication with family, friends, individuals one would like to meet, individuals with whom one could share insights, and potential employers. Music, films, and other means of entertainment stream to our digital devices. This implies that those for whom digital technology is not available are at a disadvantage. The gap between the technology-haves and the technology-have-nots became known in the 1990s as a digital divide. The concept is nuanced; we can speak of availability or scarcity of hardware, such as personal computers (PCs) and mobile phones; of infrastructure such as cellular networks; of communications bandwidth that enables a smooth media viewing experience; of expertise in using the technology; of commitment to its use; and of engagement in the process. Some only consume information; others contribute their ideas via methods such as blogging and tweeting. Yet a better way to describe digital technology widely accessible is the goal of social inclusion, to allow all individuals, regardless of socioeconomic status, location, race, gender, or ability or disability, to take advantage of the benefits of modern computing and telecommunications. To have terminology that is even more evocative, we shall use the more modern and descriptive term of digital inclusion. This has been defined by the International Telecommunications Union as ‘empowering people through information and communication technologies (ICTs)’. The term ‘people’ is meant here to imply all people throughout the world. This chapter will first examine the digital divide between the haves and the have-nots (often the rich and the poor) within several nations. Examples of the benefits of digital inclusion will be cited.

Catering for Personal Autonomy with E-Mentoring Supported by Recommendations

2011 ◽  
pp. 191-203 ◽  
Author(s):  
Olga Santos ◽  
Carmen Barrera ◽  
Emanuela Mazzone ◽  
Jesus Boticario
Keyword(s):  
Intellectual Disabilities ◽  
Information And Communication Technologies ◽  
Personal Autonomy ◽  
Communication Technologies ◽  
Information And Communication ◽  
Independent Life ◽  
People With Intellectual Disabilities ◽  
Work Integration ◽  
Technology Solution

This chapter presents a technology solution based on a recommender system supporting people with intellectual disabilities in their work integration and independent life, in the scope of the CISVI and AMI4Inclusicion research projects. Information and Communication Technologies are essential for supporting personal autonomy and improving the quality of life of disabled people. The technology can contribute in a twofold way: (1) facilitating the work of the human mentor when training people with intellectual disabilities and (2) automatically offering them advice and recommendations in response to certain cues/actions detected in the environment.

scholarly journals Monitoring and Support for Elderly People Using LoRa Communication Technologies: IoT Concepts and Applications

2020 ◽  
Vol 12 (11) ◽  
pp. 206
Author(s):  
José Paulo Lousado ◽  
Sandra Antunes
Keyword(s):  
Information And Communication Technologies ◽  
Low Cost ◽  
Communication Technologies ◽  
The Elderly ◽  
Health Condition ◽  
World Health ◽  
Security Forces ◽  
Information And Communication ◽  
Health Organization

The pandemic declared by the World Health Organization due to the SARS-CoV-2 virus (COVID-19) awakened us to a reality that most of us were previously unaware of—isolation, confinement and the massive use of information and communication technologies, as well as increased knowledge of the difficulties and limitations of their use. This article focuses on the rapid implementation of low-cost technologies, which allow us to answer a fundamental question: how can near real-time monitoring and follow-up of the elderly and their health conditions, as well as their homes, especially for those living in isolated and remote areas, be provided within their care and protect them from risky events? The system proposed here as a proof of concept uses low-cost devices for communication and data processing, supported by Long-Range (LoRa) technology and connection to The Things Network, incorporating various sensors, both personal and in the residence, allowing family members, neighbors and authorized entities, including security forces, to have access to the health condition of system users and the habitability of their homes, as well as their urgent needs, thus evidencing that it is possible, using low-cost systems, to implement sensor networks for monitoring the elderly using the LoRa gateway and other support infrastructures.

Challenging the commodification of public spheres: The hacker work ethic in a free media lab

First Monday ◽  
2014 ◽  
Author(s):  
Steven Corbett
Keyword(s):  
Public Sphere ◽  
Information And Communication Technologies ◽  
Social Practice ◽  
Work Ethic ◽  
Communication Technologies ◽  
Free Access ◽  
Digital Inclusion ◽  
Information And Communication ◽  
Free Media ◽  
Media Lab

This paper explores the hacker work ethic in a case study of Access Space, a free media lab in Sheffield, United Kingdom, which provides free access to information and communication technologies (ICTs). It is suggested that the hacker work ethic allows participants at Access Space to become socially and digitally included in an empowering way. This aspect of ICT culture is explored in the context of social and technological changes from a public sphere perspective (Habermas, 1989). Access Space is described as part of a hacker counter-public sphere that challenges the dominant trend towards the commodification of ICTs by engaging the principles of the hacker work ethic in social practice. With a move towards informationalism as the ideology of the techno-capitalist age (Castells, 1996; Kellner, 1989), adopting the hacker work ethic in wider social practice may promote empowerment, social and digital inclusion, and critical engagement with ICTs and wider society.

scholarly journals Tecnologias de Informação e Comunicação (TIC) e inclusão digital: o papel dos laboratórios de informática educacional (p. 145-161)

1969 ◽  
Author(s):  
Claudinei Frutuoso ◽  
Eliane de Araújo Teixeira
Keyword(s):  
Public Schools ◽  
Information And Communication Technologies ◽  
Information Society ◽  
Field Research ◽  
Communication Technologies ◽  
Theoretical Background ◽  
Digital Inclusion ◽  
Educational Computer ◽  
Information And Communication ◽  
Computer Labs

ResumoO presente trabalho apresenta um estudo sobre as contribuições dos laboratórios de informática educacional (LIE) nas escolas públicas da rede estadual do município de Ariquemes, Rondônia, investigando a maneira e o quanto estes promovem a inclusão digital dos sujeitos da escola na sociedade da informação. Estabelece-se um paralelo entre o conceito de sociedade da informação e de inclusão digital, compondo um quadro tecnológico-socioeducacional, com a compreensão da importância dos laboratórios de informática para a promoção da inclusão digital, bem como da superação das dificuldades enfrentadas pelos sujeitos frente às suas necessidades para a produção subjetiva e material na sociedade da informação. Metodologicamente, trata-se de uma pesquisa de campo efetivada por meio de aplicação de questionário com os coordenadores dos LIE, visando apresentar análise das discussões e problemáticas suscitadas pela pesquisa. O embasamento teórico tem por fundamento autores como Takahashi (2000), Melo Neto (2007), Castells e Cardoso (2005) e Chaves (1998). Como resultados, afirma-se que os LIE, embora sem o devido apoio e cuidado que requerem, têm tido papel relevante na inclusão digital.Palavras-chave: Sociedade da informação. Laboratório de informática educativa. Tecnologias de informação e comunicação. Inclusão digital.ICT and digital inclusion: the role of laboratories educational computingAbstractThis paper presents a study on the contributions of educational computer labs (LEL) in the public schools of the state system in the city of Porto Velho, RO, investigating the way and how they promote digital inclusion of subjects from school in the information society. It will establish a parallel between the concept of the information society and digital inclusion, composing a technological and socio-educational framework, with the understanding of the importance of computer labs for promoting digital inclusion, as well as of the difficulties faced by the subjects in front of your needs to the subjective production and equipment in the information society. The structure of the work seeks a theoretical background about the technologies and the information society with authors like Takahashi (2000), Neto (2007), Castells and Cardoso (2005) and Keys (1998), through field research by applying questionnaire with the coordinators of the LIE, seeking to present analysis of the discussions and issues raised by research.Keywords: Information society. Laboratory of educational computing. Information and communication technologies. Digital inclusion.Las TIC y la inclusión digital: el papel de los laboratorios de informática educativaResumenEn este trabajo se presenta un estudio de las contribuciones de los laboratorios de computación educativos (LEL) en las escuelas públicas del sistema estatal en el municipio de Ariquemes, RO, la investigación de la forma y la forma de promover la inclusión digital de las materias escolares en la sociedad de la información. Un paralelo entre el concepto de la sociedad de la información y la inclusión digital se – establece, componiendo un marco socio-tecnológico – educativa en la comprensión de la importancia de los laboratorios de computación para promover la inclusión digital, así como de las dificultades enfrentado por los sujetos frente a sus necesidades de la producción subjetiva y material en la sociedad de la información. La estructura del trabajo busca una base teórica sobre las tecnologías y la sociedad de la información con autores como Takahashi (2000), Neto (2007), Castells y Cardoso (2005) y Chaves (1998), a través de la investigación de campo mediante la aplicación de cuestionario con los coordinadores de la mentira, a fin de presentar el análisis de los debates y las cuestiones planteadas por la investigación.Palabras clave: Sociedad de la información. Laboratorio de informática educativa. Información y la comunicación tecnologías. La inclusión digital.

scholarly journals Virtual learning environments and their collaboration for the development of Distance Education in Brazil

2020 ◽  
pp. 153-172
Author(s):  
Clayton Augusto Fontana Izoton ◽  
Douglas Manoel Antonio de Abreu Pestana dos Santos ◽  
Marcio Cézar Diehl
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Financial Incentives ◽  
Communication Technologies ◽  
Digital Inclusion ◽  
Information And Communication ◽  
Use Of The Internet ◽  
In The Beginning ◽  
Teaching Modality ◽  
Education In Brazil

Distance education is a term that has been developing for many years, but it only reached great dimensions in the beginning of the 20th century, mainly, with the use of information and communication technologies online. Through bibliographic research it is intended to present the advancement of distance education in the world and in Brazil, describe the evolution, showing that it started by exchanging correspondences until reaching the use of the internet, with synchronous or asynchronous interaction, verifying the most used platform for distance education, demonstrate the increase in the number of people enrolled in this teaching modality in addition to the main trends that the authors expect for the coming years. Distance education has great chances of gaining acceptance in the academic environment, however it is necessary that people know how to work with the technologies involved in the process, that is, be part of digital inclusion, and that both institutions and the State provide cultural and financial incentives for this alternative of knowledge transmission, because only in this way will we be able to achieve the goal of education, which is to eliminate people’s social exclusion.

scholarly journals The role of Knowledge Media in Network Education

2020 ◽  
Vol 8 (7) ◽  
pp. 76-93
Author(s):  
Felipe Matos Müller ◽  
Márcio Vieira Souza
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Network Society ◽  
Network Education ◽  
Information And Communication ◽  
Qualitative Descriptive ◽  
Education Model ◽  
The Relationship ◽  
Knowledge Communication

An efficient model of education is always closely related to a vision of society. The conception of network society places as a priority a network education model. The general objective of this article is to establish the foundations of network education and its relationship with the knowledge media. The methodology used in this research will be qualitative, descriptive with theoretical approach. The first section will establish the foundations of network education, based on the vision of network society, and its difference from distance education models based on the use of information and communication technologies. In the second section the concepts of “knowledge media” will be analysed and discussed. The third section will address the relationship between network education and the knowledge media. The fourth section will establish the possibilities and limits of network education within the scope of knowledge communication. The result of the theoretical reflection points to a network education model in the digital age based on the network society, within the scope of knowledge communication, aiming to establish the knowledge dialogue through knowledge media.

scholarly journals Design of Educational Tools Based on Traditional Games for the Improvement of Social and Personal Skills of Primary School Students with Hearing Impairment

2021 ◽  
Author(s):  
Jesús Fernández-Gavira ◽  
Paola Espada-Goya ◽  
Virginia Alcaraz-Rodríguez ◽  
David Moscoso-Sánchez
Keyword(s):  
Hearing Impairment ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Qr Code ◽  
Primary School Students ◽  
School Students ◽  
Educational Tools ◽  
Information And Communication ◽  
Personal Skills ◽  
Graphic Description

This article propose a didactic, through games, tool based on information and communication technologies, in order to eliminate possible communication barriers and to promote the inclusion of students with hearing impairment in Physical Education classes. To this end, a dossier of traditional games has been developed. These are structured in turn into objectives, materials, organisation, graphic description and a QR code for each game. These codes are linked to different videos hosted on the YouTube platform, in which the explanation of the games, mentioned above, can be visualised graphically using sign language. The whole creative process is described in the article, as well as possible pedagogical applications of the use of the tools created for this purpose in other educational contexts.

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