scholarly journals A Contemporary View on Online and Web Tools for Students with Sensory & Learning Disabilities

2019 ◽  
Vol 15 (12) ◽  
pp. 97
Author(s):  
Vasiliki Bravou ◽  
Athanasios S. Drigas
Keyword(s):  
Special Needs ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Disabled People ◽  
Students With Special Needs ◽  
Daily Lives ◽  
Web Tools ◽  
Special Needs Education ◽  
Sensory Learning ◽  
Information And Communication

<p class="0abstract">In the last 30 years, the use of information and communication technologies, the evolution of hardware and software for special needs people, as well as the spreading of the World Wide Web, is assisting people with disabilities in overcoming obstacles, accessing information, learning and participating in activities, which otherwise were not able to carry out. Special needs education is the process adjusting the education of learners with disabilities according to their unique requirements. Evolvement of technology has made computers and mobile devices capable of complementing usual teaching processes for students with special needs. In this report we present a summary of some representative online applications for assisting disabled people in the learning process and their daily lives.</p>

Cognitive Load and Disorientation Issues in Hypermedia as Assistive Technology

2010 ◽  
pp. 109-120
Author(s):  
Muhammet Demirbilek
Keyword(s):  
Assistive Technology ◽  
Cognitive Load ◽  
Learning Environments ◽  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Communication Technologies ◽  
Students With Special Needs ◽  
Hypermedia Learning ◽  
Information And Communication ◽  
Hypermedia Learning Environments

Advances in information and communication technologies have raised the quality of inclusive education programs. Inclusive education, a recent advance in educational technology, has served to increase the ability of students with special needs. Hypermedia as an assistive technology has the potential to teach and train individuals with disabilities. However, like every technology, hypermedia itself is not problem-free. Disorientation and cognitive load are two of the most challenging problems related to hypermedia learning environments. The purpose of this chapter is to highlight disorientation and cognitive load problems in hypermedia learning environments where learners usually face a serious problem while navigating such environments.

ICT Considerations for a Municipality in South Africa

2011 ◽  
pp. 1158-1170
Author(s):  
Udo Averweg ◽  
Siyabonga Manyanga
Keyword(s):  
South Africa ◽  
Information And Communication Technologies ◽  
Data Gathering ◽  
Communication Technologies ◽  
Daily Lives ◽  
Goods And Services ◽  
Ict Adoption ◽  
Information And Communication ◽  
Internet Networks ◽  
Transfer Of Information

The availability of publicly accessible Internet networks and services are the first prerequisite in ensuring that all citizens and nations can benefit from information on the World Wide Web (UNESCO, 2003). Information and communication technologies (ICT) are playing an increasingly important role in the daily lives of citizens, revolutionising work and leisure and changing the rules of doing business. ICT encompass all technologies that facilitate the processing and transfer of information and communication services (United Nations, 2002). In the realm of government, ICT applications are promising to enhance the delivery of public goods and services to citizens not only by improving the process and management of government but also by redefining the traditional concepts of citizenship and democracy (Pascual, 2003). The spread of ICT brings hope that governments can transform (Pacific Council on International Policy, 2002). This article is organised as follows: • Background to the research is given • ICT adoption in the eThekwini Municipality in South Africa is described • The research goals, method, data gathering, and results are discussed • Management implications towards implementing a successful e-government strategy are given • Future trends are then suggested and a conclusion is given

Being visible in public space: The normalisation of asymmetrical visibility

Urban Studies ◽  
2016 ◽  
Vol 54 (4) ◽  
pp. 984-998 ◽  
Author(s):  
Tali Hatuka ◽  
Eran Toch
Keyword(s):  
Public Space ◽  
Information And Communication Technologies ◽  
Personal Data ◽  
Communication Technologies ◽  
Android Application ◽  
Top Down ◽  
Daily Lives ◽  
Information And Communication ◽  
Online Tracking ◽  
Physical Spaces

Over recent decades, cities have been radically transformed by information and communication technologies (ICTs) that modify people’s daily lives by reorganising mobility, infrastructure systems and physical spaces. However, in addition to the role that technology plays in the development of the infrastructure in our cities, it is also being used ‘as a means of control’. This view of technology as a disciplinary tool that restructures space, time and the relations among activities has been promoted by scholars who have shown that technology is also a means of saturating and sustaining contemporary capitalist societies and deepening inequalities. However, the situation is far more complex than that. Technology is not only used top-down but also bottom-up, with individuals using technological devices to share and enhance their visibility in space. This bidirectional paradigm – of vertical surveillance and horizontal sharing – contributes to a sense of ‘being exposed’ in public space that normalises practices of sharing personal data by individuals and thus results in diminished privacy. This argument is supported by an experiment conducted on smartphone users that includes personal interviews and the use of a smartphone Android application that combines online tracking with experience sampling. The findings show a convergence between the online and offline worlds (a ‘public’ situation in the offline world is also considered as such in the online world), which is a condition that contributes to the normalisation of ‘asymmetrical visibility’. Based on these results, the paper ends with a discussion of the contemporary meaning of public space.

scholarly journals Models of educational integration of ICTs in the classroom

Comunicar ◽  
2016 ◽  
Vol 24 (47) ◽  
pp. 79-87 ◽  
Author(s):  
Manuel Area-Moreira ◽  
Víctor Hernández-Rivero ◽  
Juan-José Sosa-Alonso
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Interactive Whiteboards ◽  
Survey Study ◽  
Digital Competence ◽  
Daily Lives ◽  
Correlational Design ◽  
Educational Integration ◽  
Information And Communication ◽  
Competencia Digital

We present in this paper the results of a study analyzing the scope and use that teachers make of ICT in classrooms and schools with abundant availability of information and communication technologies: one computer per student, interactive whiteboards, multimedia projectors and internet access. The main goal of this study is to detect models or patterns of educational use of ICT resources available in classrooms related to some personal and professional characteristics of the teachers that took part in the study, such as gender, years of experience, educational stage, digital competence and degree of use of ICT in their daily lives. A descriptive correlational design based on a survey study answered by over 3160 teachers from all over Spain who participated in the School Program 2.0 was used. The results show two clear different patterns of ICT use according to frequency and type of tasks assigned to the students: a weak integration-teaching model against a strong educational integration of ICTs. We come to the conclusion that teachers who develop a model of intensive educational use of ICTs are teachers with many years of professional experience, that make regular use of ICTs and, moreover, perceive themselves as sufficiently trained and with a highly developed digital competence. En este artículo se presentan los resultados de un estudio que analizó el grado y tipo de utilización que el profesorado hace de las TIC en aulas con abundante disponibilidad de tecnologías de la información y comunicación: un ordenador por alumno, Pizarra Digital Interactiva, proyectores multimedia y acceso a Internet. El objetivo del estudio fue detectar modelos o patrones de uso didáctico de las tecnologías y relacionarlo con algunas características personales y profesionales del profesorado, tales como el género, los años de experiencia, la etapa educativa, la competencia digital y el grado de uso de las TIC en su vida cotidiana. Se empleó un diseño de tipo descriptivo correlacional basado en un estudio de encuesta donde respondieron más de 3.160 profesores de toda España que participaban en el Programa Escuela 2.0. Los resultados obtenidos muestran que existen dos tipologías nítidas de modelos de uso de las TIC en función de la frecuencia y el tipo de tarea demandada al alumnado: un modelo de integración didáctica débil frente a un modelo de integración didáctica intensa de las TIC. Asimismo, se concluye que el perfil del profesorado que desarrolla un modelo de uso didáctico intensivo de las TIC es un docente con bastantes años de experiencia profesional, ciudadano usuario habitual de las TIC y que, además, se percibe suficientemente formado y con competencia digital.

scholarly journals An Inquiry into Community Members’ Use and Attitudes toward Technology in Mishkeegogamang Tepacimowin Networks

2014 ◽  
Vol 10 (1) ◽  
Author(s):  
Connie Gray-McKay ◽  
Kerri L. Gibson ◽  
Susan O'Donnell ◽  
The People of Mishkeegogamang
Keyword(s):  
Community Development ◽  
First Nations ◽  
Information And Communication Technologies ◽  
Social Networking Sites ◽  
Communication Technologies ◽  
Community Members ◽  
Daily Lives ◽  
Ict Use ◽  
The People ◽  
Information And Communication

Mishkeegogamang First Nation is a rural Ojibway community in Northwestern Ontario. Mishkeegogamang community members of all ages use a wide array of information and communication technologies (ICT) as tools in daily life, and as a means to support individual and community goals. This collaborative paper tells the story of how Mishkeegogamang uses ICT for community development, drawing on 17 interviews with community members, and several community member profiles. A basic descriptive quantitative analysis is also provided, giving information on frequency of use of a wide variety of technologies. Community informatics theory guides the interpretation of the findings. A broad range of ICT use by community members will be explored, including the Mishkeegogamang website, the busy yet invisible use of social networking sites, youth and ICT, ICT for health and education, and ICT to support traditional activities. Finally, a section on challenges and needs for facilitating ICT use is also provided. Mishkeegogamang has collaborated on a rich chronicle of its land and people in the Mishkeegogamang book: The Land, the People, and the Purpose (Heinrichs, Hiebert, & The People of Mishkeegogamang, 2009). This paper is conceptualised as a new chapter, documenting how community members use ICT in their daily lives and for community development. There have been no similar past explorations that have addressed this area. In addition, within the broader literature on First Nations in Canada, there have been few to no published accounts of community members’ perspectives and uses of ICT. This study is part of a broader collaborative research project called (First Nations Innovation), which explores how remote and rural First Nations are using information and communication technologies for community development.

scholarly journals Development of logical-mathematical thinking in first graders by using ict

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Jesús Hernando Sanabría-Pérez ◽  
María Eugenia Villamizar-Mendoza
Keyword(s):  
Information And Communication Technologies ◽  
Learning Process ◽  
First Graders ◽  
Mathematical Thinking ◽  
Communication Technologies ◽  
First Grade ◽  
Daily Lives ◽  
Information And Communication ◽  
And Mathematics ◽  
Teaching Learning

Nowdays the implementation of teaching strategies, incorporating the most well-known Information and Communication Technologies such as ICT in the teaching-learning process have increased in different areas of knowledge, and mathematics is not exception, it allows the strengthening of logical-mathematical thinking in students and it is essential to start from the first grade of the basic primary. Taking in account that ICTs are now part of the daily lives of most of students, it was concluded that by taking advantage of the interest that students have in ICTs today, no matter their age, this interest can be channeled to strengthen logical-mathematical thinking from an early age, as ICTs allow the teaching-learning process to be more enjoyable and participatory, also the process can continue, outside the classroom.

scholarly journals The gender dimension of communication technologies in Uganda: documenting ICTs in the daily lives of women

2021 ◽  
Author(s):  
Heloise Nicholl
Keyword(s):  
International Development ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Digital Information ◽  
Daily Lives ◽  
Gender And Technology ◽  
Information And Communication ◽  
Development Communications ◽  
Role Of Information

The field of international and development communications entered a new chapter with the emergence of digital information and communication technologies. Information and communication technologies (leTs) have long been a source of study for theorists and practitioners of international development, starting with study of the telegraph, fixed phone, and radio. However with the advent of digital technologies, the size of devices has shrunken while simultaneously their power has expanded. This paper discusses one segment of the development communications paradigm, the role of information and communication technologies (ICTs) in relation to gender. One focus that demands greater scrutiny is gender. It's important to ask who is benefiting the most from using ICTs in development. For women in particular, using and accessing communications is more difficult than it is for men, a situation that authors of gender and technology studies have coined 'the Gender Digital Divide'.

Social Impacts of Cyber Culture and Predictions About the Future of Open and Distance Education

2021 ◽  
pp. 135-153
Author(s):  
Buket Kip Kayabaş
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
The Internet ◽  
Daily Lives ◽  
Cyber Culture ◽  
The Future ◽  
Information And Communication ◽  
Open And Distance Learning ◽  
Over Time

Developments in information and communication technologies play a major role in shaping economic, political, and cultural fields. Together with its inherent features, the internet, in addition to offering opportunities such as a new cultural space, freedom, and reality, has led the change of learning habits, cultural forms, and identities. Open and distance learning starting from correspondence education to computer networks-based education is one of the most affected areas by internet technologies. Various applications have developed in the field of open and distance education over time with the reflections of cyber culture. The aim of this study is to define cyber culture with its components and examine which areas it affects in our daily lives then to investigate the future open and distance education applications shaped by cyber culture.

scholarly journals COMICS: A TOOL FOR TEACHERS AND STUDENTS IN TEACHING AND LEARNING SCIENCE

2011 ◽  
Vol 8 (2) ◽  
pp. 49-59
Author(s):  
Edson Rodrigues Santana ◽  
Agnaldo Arroio
Keyword(s):  
Social Context ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Scientific Concepts ◽  
Daily Lives ◽  
Soil Sealing ◽  
Teachers And Students ◽  
Information And Communication ◽  
Natural Science Education

Scientific knowledge is a social construction gained over time; however it is possible that students do not have that understanding. According to Carvalho (2001) is possible that scientific concepts in many cases are not articulated to the daily lives of students and issues of social context. Based on an action research this work tries to detach the importance of making proposals of activities that bring together the scientific concepts with daily life is-sues of students. For this purpose we used the information and communication technologies, focused on the production of comics supported by computers. The problem presented to students was about the processes of soil sealing and the consequences for cities such as floods and droughts. The result allowed students to reflect in pairs and with teachers about these prob-lems for their lives. Students were encouraged by the use of computers in a social context to articulated scientific concepts to communicate science. While the comics produced by students supported teachers to understand the process of student learning allowing the mediation’s inferences in Natural Science Education. Key words: comics, cultural tool, environmental issues, ICT.

scholarly journals Is the source for my curriculum knowledge and other competencies the same? Evidence from PISA 2015

2019 ◽  
Vol 14 (4) ◽  
pp. 706-722
Author(s):  
Gokhan Ilgaz ◽  
Levent Vural ◽  
Menekse Eskici
Keyword(s):  
Information And Communication Technologies ◽  
Correspondence Analysis ◽  
Multiple Correspondence Analysis ◽  
Student Assessment ◽  
Learning Approaches ◽  
Students With Special Needs ◽  
Self Evaluation ◽  
Special Needs Education ◽  
Information And Communication ◽  
Assessment Procedures

This study aims to examine to what extent the field of competence regarding curriculum knowledge is concordant with the other sub-competency fields of teaching. These fields are field knowledge, pedagogic competence in field teaching, use of information and communication technologies in teaching, student behaviours and class management, individualised learning approaches, teaching students with special needs, education in a multicultural and multilingual environment, teaching cross-curricular skills, vocational guidance, internal evaluation of schools and self-evaluation, teacher–parent collaboration and school management and administration. Survey is our research model. The participations of the study are 54.395 teachers from 17 different countries, which have been obtained from PISA 2015. The correspondence and multiple correspondence analyses were used. The results of simple correspondence analysis have revealed that the measure of accountable correspondence is more than 50% between the sources of curriculum knowledge and those of other sub-competency fields such as field insight and knowledge, pedagogic competence in field teaching and student assessment procedures. Likewise, multiple correspondence analysis has also produced similar results. Keywords: Teacher training, curriculum knowledge, curriculum development, correspondence analysis.

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