scholarly journals Using assistive technology in the classroom

2016 ◽  
pp. 8-11
Author(s):  
Paul Chin
Keyword(s):  
Higher Education ◽  
Assistive Technology ◽  
Assistive Technologies ◽  
Specific Role ◽  
Technology In The Classroom ◽  
Inclusive Practice ◽  
Use Of Technology ◽  
Potential Benefits ◽  
Inclusive Teaching

The use of technology is now ubiquitous in Higher Education but its use or application to promote student inclusivity is not always well recognised. The use of existing software or hardware with a little more thought can often bring serendipitous benefits for a range of students. The JISC funded service, TechDis (www.techdis.ac.uk) offer periodic funding under its HEAT (Higher Education Assistive Technologies) scheme to promote the use of technology for inclusive teaching. TechDis says that ‘The aim of this scheme is to provide staff working in HE... with technology ... with which to develop or uncover an aspect of good inclusive practice. This may be specific to the teaching of a particular discipline, supporting a specific role area, or may have more generic applicability across the sector’. This article will discuss how TechDis funding was used with students to assess its potential benefits for inclusive teaching.

scholarly journals Reimagining the role of technology in higher education: the new normal and learners’ likes

2021 ◽  
Vol 14 (3) ◽  
Author(s):  
Katharina Greve ◽  
Aaron Tan
Keyword(s):  
Higher Education ◽  
New Technologies ◽  
Virtual Classroom ◽  
Positive Perception ◽  
Structured Interviews ◽  
Technology In The Classroom ◽  
New Normal ◽  
Use Of Technology ◽  
Potential Benefits

The COVID-19 pandemic forced universities to look at teaching provision. As a result, new technologies, an increasing usage of existing online platforms and alternative ways to engage with learners in the classroom, have together become ‘the new normal’. This research aims to answer the questions: how do higher education learners perceive the new role of technology in the classroom? Is technology overload counteracting the potential benefits that blended delivery can offer? In-depth semi-structured interviews with eight students from two seminar groups reveal their positive perception of and continuous interest in the use of technology in the physical and virtual classroom. The study provides examples and recommendations, enabling the effective deployment of technology focusing on three areas: the learner, the facilitator and the technology. Finally, this study makes important contributions to constructivism in the context of technology usage and current and post-pandemic pedagogic practice.

scholarly journals Dyslexia and digital technology

2015 ◽  
Vol 1 (3) ◽  
Author(s):  
Taylor Chester
Keyword(s):  
Assistive Technology ◽  
Education System ◽  
Digital Technology ◽  
Assistive Technologies ◽  
High Tech ◽  
Technology In The Classroom ◽  
Different Types ◽  
Pros And Cons ◽  
The Cost ◽  
User Friendly

This research manuscript investigates how technology can be used to help students with dyslexia. Using a Google Forms survey and an interview with an expert on the topic, different types of technologies, the pros and cons of using assistive technology, and recommendations for implementing assistive technology in the classroom are listed.  It was found that assistive technology is beneficial for students with dyslexia, but each student will benefit from different technologies. The main challenges with assistive technology that this research project uncovered included, glitches, not being user friendly, and the cost of some of these technologies. These problems apply mainly to higher tech assistive technologies, so including low tech assistive technologies in the classroom as well as high tech options could benefit students and avoid some of these challenges. Understanding some of the different assistive technologies that are available and beneficial for students with dyslexia is important for those involved in the education system so that we can give students with dyslexia the tools that they need to succeed. When educators know about, understand how to use, and have the resources to acquire assistive technologies then technology can be used to help students with dyslexia.

A Importância das Ferramentas Tecnológicas para o Processo de Aprendizagem no Ensino Superior

2018 ◽  
Vol 19 (4) ◽  
pp. 456
Author(s):  
Ediane Zanin ◽  
Anathan Bichel
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Learning Technology ◽  
Pedagogical Practice ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Educational Environments ◽  
Technology Strategies ◽  
Teaching Learning ◽  
Technology Resources

Nos ambientes educacionais, a tecnologia também se faz presente como recurso facilitador do ensino-aprendizagem. O objetivo do presente estudo é analisar, por meio de um estudo bibliográfico, as estratégias de aprendizagem com o uso das tecnologias no Ensino Superior. A pesquisa foi realizada entre junho de 2017 a abril de 2018, estruturada a partir de bibliografias existentes sobre ferramentas e recursos tecnológicos, estratégias de ensino-aprendizagem e aprendizagem no Ensino Superior. A abordagem para realização desta pesquisa é a indireta, que consiste no levantamento de referências bibliográficas encontradas por meio de artigos e livros publicados em meios eletrônicos e impressos, que se referem a este tema para análise e discussão do problema. E a finalidade desta pesquisa é descritiva por caracterizar a influência da tecnologia no processo de ensino-aprendizagem. Conclui-se que as tecnologias possuem participação significativa no ambiente educacional e favorecem o ensino-aprendizagem. No entanto, percebe-se que há necessidade de as Instituições de Ensino Superior disponibilizarem aos docentes os recursos tecnológicos para serem utilizados em sala de aula. Além disso, cabe também ao docente buscar o aperfeiçoamento na sua prática pedagógica de maneira a inserir, cada vez mais, as ferramentas tecnológicas no ensino-aprendizagem, para assim melhorar a interação com os estudantes atuais e favorecer a melhoria do aprendizado com o uso modelado da tecnologia em sala de aula. Palavras-chave: Ensino-Aprendizagem. Estratégias. Tecnologia. Estratégias. Recursos Tecnológicos. AbstractIn educational environments, technology is also present as facilitating teaching-learning resources. The objective of the present study is to analyze through a bibliographic study the learning strategies with the use of technologies in higher education. The research was carried out between june 2017 and april 2018, structured from existing bibliographies on tools and technological resources, teaching-learning strategies and learning in higher education. The approach for conducting this research is the indirect one, which consists of the collection of bibliographical references found through articles and books published in electronic and printed media, which refer to this topic for analysis and discussion of the problem. In addition, the purpose of this research is descriptive because it characterizes the influence of technology in the teaching-learning process. It is concluded that technologies have a significant participation in the educational environment and favor teaching learning. However, it was perceived that there is a need for higher education institutions to provide teachers with the technological resources to be used in the classroom. In addition, it is also up to the teacher to seek improvement in their pedagogical practice in order to insert more and more the technological tools in teaching learning, in order to improve the interaction with the current students and to favor the improvement of the learning with the modeled use of technology in the classroom. Keywords: Technology. Strategies. Teaching Learning. Technology Resources. 

scholarly journals The use of technology in the classroom to assist students with learning disabilities

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Erin Krysko
Keyword(s):  
Assistive Technology ◽  
Inclusive Education ◽  
Statistical Data ◽  
Digital Technologies ◽  
Classroom Community ◽  
Students With Learning Disabilities ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Word Clouds ◽  
School Classroom

The purpose of my investigation was to look into the ways digital technologies can be used in the classroom. My study was focused on the question “how can assistive technology be used in the elementary school classroom to foster inclusive education?”.  The research was conducted through the use of personal interviews, surveys, and statistical data. Results were organized using word clouds, participant quotes and graphs. My research concluded that there are many types of assistive technology that are being used in the classroom. While teachers are not always using this technology consistently, the overall perceptions of my participants were that the advantages outweigh the disadvantages. These results show how essential assistive technology is for not only individual students, but a boost the morale of the entire classroom community.

Assistive Technology

Education ◽  
2021 ◽  
Keyword(s):  
General Education ◽  
Assistive Technology ◽  
Special Needs ◽  
Individual Performance ◽  
Assistive Technologies ◽  
Social Model ◽  
Assistive Device ◽  
Successful Implementation ◽  
Students With Special Needs ◽  
Use Of Technology

Considering the vicious cycle of exclusion that students with special needs are often trapped in— lacking the means for equal participation in education, society, and mainstream development programs—assistive technology has proven to have great potential in providing to all learners the ability to access the general education curriculum. Approaches in the use of assistive technology basically focus on facilitating individuals in their interaction with their environment. Assistive technology is a generic term that includes assistive, adaptive, and rehabilitative devices that might be used to compensate for lack of certain abilities, in order to participate in the activities of daily life. With assistive technology individuals have the option of approaching and completing their tasks with greater ease and independence, since it helps in removing functional barriers that inhibit their individual performance. With the emergence of the social model of disability, it is increasingly being argued that inaccessible environments have been the greatest barrier to the inclusion of students with special needs. Research on the successful implementation of inclusive education in developing countries identifies the ineffective and inefficient use of assistive technologies, citing this as the major obstacle hindering inclusion. Since it has been widely acknowledged, that the success and applicability of an assistive device is governed by its acceptance and actual usage by its users considering their perception, expectations, satisfaction, and their level of access and success with the technology when interacting with their environment; approaches in the use of technology therefore have to be needs-based; inexpensive to produce, purchase, and maintain; and be easy to use and effective in addressing an identified need. This can be ensured by the direct involvement of potential users at each stage of the planning and implementation process to help overcome barriers that inhibit the efficient use and applicability of assistive technology devices in different contexts. Moreover, although assistive technology is seen to have a major role in remediating and compensating the performance deficits experienced by students with special needs, it should not be viewed merely within a rehabilitative or remediative context, but as a tool for accessing curriculum and exploring and drawing out means to help learners achieve positive outcomes. Researches on the use of assistive technology point toward the distinct need to identify ways to encourage the development of tools and strategies for effective technology integration, and to work together on issues surrounding the use of technology, ensuring that the same high standards of instruction and need-based assistance is available to all despite the difference in their functional abilities.

Assistive Technology in Higher Education

2011 ◽  
pp. 188-200
Author(s):  
Susan B. Asselin
Keyword(s):  
Higher Education ◽  
Assistive Technology ◽  
Students With Disabilities ◽  
Assistive Technologies ◽  
Shared Responsibility ◽  
Learning Tools ◽  
Negative Attitudes ◽  
Universal Accessibility ◽  
E Learning ◽  
Recent Trends

Assistive technology makes a task possible for an individual with a disability, while technology makes a task easier for a non-disabled person. Increasing enrollments of students with disabilities have challenged our institutions to provide opportunities to participate in higher education by having access to assistive technologies and universally designed instruction. Provision of accessible learning environments is a shared responsibility between disability services, information technology, and faculty. College students find themselves in an environment where they encounter negative attitudes and a need to self advocate for critical support services to insure access to learning. Recent trends hold promise for removing these barriers including universal design in instruction, mandated web accessibility, multiple technologies for e-learning, universal accessibility of learning tools, and opportunities for professional development of faculty and staff.

scholarly journals Assistive technology enables inclusion in higher education: The role of Higher and Further Education Disability Services Association

2019 ◽  
Vol 8 ◽  
Author(s):  
Marcia Lyner-Cleophas
Keyword(s):  
Higher Education ◽  
Assistive Technology ◽  
Critical Role ◽  
Further Education ◽  
Assistive Technologies ◽  
Disability Services ◽  
Prospective Students ◽  
Online Tools ◽  
And Training

Background: Using assistive technology is one way to foster inclusion of students in the post-school education and training (PSET) sector.Objectives: Higher and Further Education Disability Services Association (HEDSA) enables the sharing of new knowledge about assistive technologies through its symposia, and making information available on its website. Additionally, it facilitates dialogue and collaboration amongst institutions in the PSET network using a listserv and newsletters, given that PSET institutions are spread countrywide.Method: This is an article based on a presentation at the 5th African Network of Evidence-to-Action in Disability (AfriNEAD) conference in Ghana in 2017 that focused on the value of assistive technology for students pursuing studies in the PSET sector and the role played by HEDSA in South Africa.Results: The positive gains and existing gaps in disability inclusion in the higher education sector in South Africa are highlighted, with reference to access to technology. All higher education institutions have internet access and can thereby make use of listservs to communicate information. MapAbility is a way that prospective students can gain a snapshot view of available resources at institutions of learning, using the internet.Conclusion: An association such as HEDSA plays a critical role in the PSET sector to enhance disability inclusion using online tools to disseminate information.

Assistive Technology in Higher Education

2013 ◽  
pp. 1196-1208
Author(s):  
Susan B. Asselin
Keyword(s):  
Higher Education ◽  
Assistive Technology ◽  
Students With Disabilities ◽  
Assistive Technologies ◽  
Shared Responsibility ◽  
Learning Tools ◽  
Negative Attitudes ◽  
Universal Accessibility ◽  
E Learning ◽  
Recent Trends

Assistive technology makes a task possible for an individual with a disability, while technology makes a task easier for a non-disabled person. Increasing enrollments of students with disabilities have challenged our institutions to provide opportunities to participate in higher education by having access to assistive technologies and universally designed instruction. Provision of accessible learning environments is a shared responsibility between disability services, information technology, and faculty. College students find themselves in an environment where they encounter negative attitudes and a need to self advocate for critical support services to insure access to learning. Recent trends hold promise for removing these barriers including universal design in instruction, mandated web accessibility, multiple technologies for e-learning, universal accessibility of learning tools, and opportunities for professional development of faculty and staff.

Involving people with dementia and their informal caregivers in the development process of assistive technology: Description and evaluation of a user-centered design (Preprint)

2020 ◽  
Author(s):  
Iris A.G.M. Geerts ◽  
Liselore J.A.E Snaphaan ◽  
Inge M.B. Bongers
Keyword(s):  
Focus Groups ◽  
Assistive Technology ◽  
Field Study ◽  
Development Process ◽  
Technology Development ◽  
Informal Caregivers ◽  
Assistive Technologies ◽  
User Centered Design ◽  
People With Dementia ◽  
User Centered

BACKGROUND Despite the potential value of assistive technology to support people with dementia (PWD) in everyday activities, use of these technologies is still limited. To ensure that assistive technologies better address the specific needs and daily context of PWD and their informal caregivers, it is particularly important to involve them in all different phases of assistive technology development. The literature rarely describes the involvement of PWD throughout the development process of assistive technologies, which makes it difficult to further reflect on and improve active involvement of PWD. OBJECTIVE This two-part study aimed to gather insights on the user-centered design (UCD) applied in the development process of the alpha prototype of the serious game PLAYTIME by describing the methods and procedures of the UCD as well as evaluating the UCD from the perspective of all involved stakeholders. METHODS The first three phases of the user-driven Living Lab of Innovate Dementia 2.0 were applied to directly involve PWD and their informal caregivers through qualitative research methods, including focus groups and a context-field study, in the development of the alpha prototype of PLAYTIME from exploration to design to testing. After the testing phase, a total number of 18 semi-structured interviews were conducted with PWD, their informal caregivers and the project members of PLAYTIME to evaluate the applied UCD from the perspective of all involved stakeholders. The interviews addressed five of the principles for successful UCD and the appropriateness of the different methods used in the focus groups and context-field study. RESULTS Results of the interviews focused, amongst others, on the level of involvement of PWD and their informal caregivers in the development process, the input provided by PWD and their informal caregivers, the value of early prototyping, continuous iterations of design solutions and in-context testing, the role of dementia care professionals in the multidisciplinary project team, and the appropriateness of open- and closed-ended questions for obtaining input from PWD and their informal caregivers. CONCLUSIONS The description and evaluation of the UCD applied in the development process of the alpha prototype of PLAYTIME resulted in several insights on the relevance of UCD for all involved stakeholders as well as how PWD can be involved in the subsequent phases of usable and meaningful assistive technology development.

scholarly journals Normalizing Vision: The Representation and Use of Spectacles and Eyeglasses in Victorian Britain

2021 ◽  
Author(s):  
Gemma Almond
Keyword(s):  
Assistive Technology ◽  
Cultural Context ◽  
Assistive Technologies ◽  
The Body ◽  
Visual Aids ◽  
Medical Texts ◽  
Victorian Britain ◽  
Victorian Period ◽  
First Time ◽  
Material Evidence

Abstract This study explores the representation and use of Victorian visual aids, specifically focusing on how the design of spectacle and eyeglass frames shaped ideas of the ‘normal’ and ‘abnormal’ body. It contributes to our understanding of assistive technologies in the Victorian period by showcasing the usefulness of material evidence for exploring how an object was produced and perceived. By placing visual aids in their medical and cultural context for the first time, it will show how the study of spectacle and eyeglass frames develops our understanding of Victorian society more broadly. Contemporaries drew upon industrialization, increasing education, and the proliferation of print to explain a rise in refractive vision ‘errors’. Through exploring the design of three spectacle frames from the London Science Museum’s collections, this study will show how the representations and manufacture of visual aids transformed in response to these wider changes. The material evidence, as well as contemporary newspapers, periodicals, and medical texts, reveal that visual aids evolved from an unusual to a more mainstream device. It argues that visual aids are a unique assistive technology, one that is able to inform our understanding of how Victorians measured the body and constructed ideas of ‘normalcy’ and ‘abnormalcy’.

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