Impact of Assistive Technology Applications in Higher Education for Students With and Without Disabilities, Continued

2022 ◽  
Author(s):  
◽  
Melanie Barillas ◽  
Alma Cortez ◽  
Tamera McNeil ◽  
Geneen Samaniego ◽  
...  
Keyword(s):  
Higher Education ◽  
Assistive Technology ◽  
Technology Applications

scholarly journals Intelligent Assistive Technology Applications to Dementia Care: Current Capabilities, Limitations, and Future Challenges

2009 ◽  
Vol 17 (2) ◽  
pp. 88-104 ◽  
Author(s):  
Ashok J. Bharucha ◽  
Vivek Anand ◽  
Jodi Forlizzi ◽  
Mary Amanda Dew ◽  
Charles F. Reynolds ◽  
...  
Keyword(s):  
Assistive Technology ◽  
Dementia Care ◽  
Future Challenges ◽  
Technology Applications

Adult Learning Principles as the Foundation for Innovative Technology Applications in Business and Higher Education Venues

2010 ◽  
pp. 136-152
Author(s):  
Judith Parker
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Learning ◽  
Teaching And Learning ◽  
Innovative Technology ◽  
Global Business ◽  
Jack Mezirow ◽  
Use Of Technology ◽  
Technology Applications ◽  
Learning Principles

As Web 2.0 surfaces as the latest trendy phrase in education and technology discussions, it is imperative that instructors not get caught up in the glamour of the latest technology and loose sight of the required andragogical underpinnings necessary for effective and efficient teaching and learning. This chapter will begin by exploring the major theories and theorists in the field of adult education and the meshing of these theories with technology applications in higher education and global business venues. While Malcolm Knowles is credited with popularizing adult learning theory in the 1970’s, Stephen Brookfield, Jack Mezirow, Maxine Greene and Knud Illeris are among those who have moved the field forward over the past decades. Along with this progression in theory, the use of technology has escalated in popularity creating a need to frame its application in the foundational principles of adult education; an “Andragogy 2.0” focus is required. This chapter will expand on this theoretical base by offering short case studies that are linked to the theories as examples of innovative strategic approaches in the use of technology in adult teaching and learning.

Promoting Lifelong Learning Online

2011 ◽  
pp. 229-252 ◽  
Author(s):  
Danilo M. Baylen ◽  
Joan Glacken
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Learning Technologies ◽  
Development Programs ◽  
Practical Applications ◽  
Success In Higher Education ◽  
Common Strategy ◽  
Technology Applications ◽  
Distance Learning Technologies ◽  
Adult Continuing Education

The introduction of computers and emerging technology applications has changed the learning landscape, especially in higher education. From traditional university classroom learning to community-based adult continuing education programs, it is common to see the delivery of instruction that is now supported by online or distance learning technologies. Online learning has become a common strategy to deliver instruction, enhance access to educational resources, and achieve success in higher education. This chapter focuses on practical applications of emerging technologies in the delivery of professional development programs.

Beyond assistive technology: presentation at Texas library association conference

2014 ◽  
Vol 31 (7) ◽  
pp. 1-5
Author(s):  
Kate Todd
Keyword(s):  
Assistive Technology ◽  
Assistive Technologies ◽  
Online Course ◽  
Library Services ◽  
Annual Conference ◽  
Content Type ◽  
Face To Face ◽  
College And University ◽  
Service Information ◽  
Technology Applications

Purpose – The purpose of this article was to summarize the author's presentation about improving library services to people with disabilities made at the 2014 Texas Library Association annual conference. Design/methodology/approach – She uses expertise developed teaching face-to-face and online course about assistive technologies and library services for patrons with disabilities. Findings – Topics covered include early approaches to library accessibility, sample assistive technology applications for iPad, iPhone or Android and suggestions for developing a plan for improving services. Practical implications – Readers are encourages to evaluate the current level of services and develop plans for improvement. Social implications – An increasing number of patrons with disabilities are visiting public, school, college and university libraries. Librarians want to provide the best possible service. Information and recommendations from this article will provide assistance. Original/value – This conference provided a wonderful opportunity for sharing and planning with other librarians.

scholarly journals Emergency remote learning acceptance among higher education students during COVID-19 pandemic

2021 ◽  
Vol 39 (2) ◽  
pp. 325-347
Author(s):  
Amila Pilav-Velić ◽  
Hatidža Jahić ◽  
Jasmina Okičić ◽  
Jasmina Selimović ◽  
Elvedin Grabovica
Keyword(s):  
Higher Education ◽  
Digital Transformation ◽  
Education Students ◽  
Factors Affecting ◽  
Knowledge And Skills ◽  
Personal Innovativeness ◽  
Attitudes Towards Technology ◽  
New Learning ◽  
Technology Applications ◽  
Remote Learning

The current study investigates how attitudes towards digital transformation and personal innovativeness affect the acceptance of emergency remote learning in the COVID-19 pandemic environment. The pandemic has affected all aspects of societies across the globe, including higher education that was also a significant push-up factor for the digital transformation of higher education. Thus, the main aim of this paper is to investigate the factors affecting emergency remote learning acceptance among the higher education students in Bosnia and Herzegovina (BiH). The results presented in this paper gained from a study carried out among higher education students in BiH cover the period of April – July 2020 via the open-source platform. The study focused on the students’ attitude towards a digital transformation is a significant factor in accepting emergency remote learning. Also, the personal innovativeness score has proven to be a crucial factor for adopting this new learning setting, i.e., more innovative students have a greater emergency remote learning acceptance than students with a lower personal innovativeness score. Hence, this study pinpoints the necessity of changing the attitudes towards technology applications in education. It would increase the usage of remote learning services and provide students with knowledge and skills for the new labour market

scholarly journals Perceptions of Access and Disability Services in Relation to Implementation and Usage of Assistive Technology in a Post-Secondary Institution

2020 ◽  
Author(s):  
Sarah Ahmed ◽  
Melissa Avila ◽  
Stephanie Bruns ◽  
Anne Kaczkowsli ◽  
Kaitlyn McMullin ◽  
...  
Keyword(s):  
Higher Education ◽  
Assistive Technology ◽  
Student Outcomes ◽  
Disability Services ◽  
Post Secondary ◽  
Education Literature ◽  
Post Secondary Institution ◽  
Faculty Feedback

While existing research explores the use of AT in higher education, literature is lacking regarding students' and faculty feedback on AT and disability services. Further research is required to determine how to enhance implementation and reception of accommodations students receive from disability services at post-secondary institutions based on combined feedback from students and faculty. This study aims to provide better insight on the experiences of both students and faculty on their usage and guidance in accommodations provided. This includes assistive technology and aiding disability services in enhancing their delivery to achieve the most meaningful and effective student outcomes in academia.

Technology: Technology in Social Work Education

2013 ◽  
Author(s):  
Jo Ann R. Coe Regan
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Learning Environments ◽  
Social Work Education ◽  
New Technologies ◽  
Rapid Change ◽  
Software Systems ◽  
Technology Enhanced Learning ◽  
Technology Applications ◽  
Work Education

Higher education continues to undergo a period of rapid change with the rise of new technologies and learning modalities. The increased use of technology applications, computers, the Internet, and course management software systems has resulted in the development and widespread implementation of technology-supported learning environments in social work education throughout the world. New terms and abbreviations, such as online learning, web-based learning, blended learning, e-learning, learning management systems), computer-aided instruction, computer-supported instruction, technology-enhanced learning, internet-based training, and virtual learning environments are impacting the delivery of higher education for both distance and on-campus modes of instruction. The massive open online course (MOOC) movement and use of data analytics about students has pushed more faculty to experiment with technology and new pedagogical approaches. The article provides an overview of current technology applications and how they are being used in social work education. Implications of using technology in social work education include educational quality issues, pedagogical, and philosophical concerns, and future trends and challenges will also be discussed.

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