The document discusses the assistive technology landscape for students with disabilities in higher education in 2012 and beyond. It defines assistive technology as any product or service that helps people with disabilities gain independence. While 85% of students with disabilities had not used assistive technology before university, 67.5% used it daily to help keep up with their studies. The technology landscape is shaped by trends in consumer technology as well as expectations of 21st century learners. Emerging technologies like gesture controls and digital identity tools may improve accessibility in the future. However, frequent app updates and the shift to web apps also present challenges to long-term support of assistive technologies.
This study aims to investigate the benefits and challenges of Cloud Computing and Bring Your Own Device (BYOD) in Higher Education. The review will focus on the best practices and challenges faced by organizations that have implemented cloud sourcing and BYOD in efforts to save money. Cloud computing is a service for delivering computer hardware, software, applications, and even entire data centers, on the Internet instead of having to spend a capital investment to offer those services locally. In this review, we will evaluate cloud computing from four perspectives: Data Security, Faculty Training, Teaching/Learning, and Cost. In addition, the “Bring Your Own Device” concept is rapidly expanding and has significant value for educators and students. In reviewing BYOD, we will evaluate and focus on the following perspectives: Policy Creation, Data Security & Network Reliability, User Education & Support and Teaching & Learning. With the increasing interest in academia for the use of innovative technologies, this examination will be useful for Faculty, Staff, and Students in effort to understand how “Cloud Computing” and “BYOD” can create a better learning experience, both in and out of the classroom. Highlighting the lessons learned during implementation will be beneficial for Information Technologists in efforts to provide a path for successful adoption and use while demonstrating the current trends, educational benchmarks for use, and future needs in research and development in both “Cloud Computing” and “BYOD” in Higher Education.
This study aims to investigate the benefits and challenges of Cloud Computing and Bring Your Own Device (BYOD) in Higher Education. The review will focus on the best practices and challenges faced by organizations that have implemented cloud sourcing and BYOD in efforts to save money. Cloud computing is a service for delivering computer hardware, software, applications, and even entire data centers, on the Internet instead of having to spend a capital investment to offer those services locally. In this review, we will evaluate cloud computing from four perspectives: Data Security, Faculty Training, Teaching/Learning, and Cost. In addition, the “Bring Your Own Device” concept is rapidly expanding and has significant value for educators and students. In reviewing BYOD, we will evaluate and focus on the following perspectives: Policy Creation, Data Security & Network Reliability, User Education & Support and Teaching & Learning. With the increasing interest in academia for the use of innovative technologies, this examination will be useful for Faculty, Staff, and Students in effort to understand how “Cloud Computing” and “BYOD” can create a better learning experience, both in and out of the classroom. Highlighting the lessons learned during implementation will be beneficial for Information Technologists in efforts to provide a path for successful adoption and use while demonstrating the current trends, educational benchmarks for use, and future needs in research and development in both “Cloud Computing” and “BYOD” in Higher Education.
Leverage Mobile Technology In Your DistrictBlackboard
Is it becoming more difficult to keep students and parents engaged and informed of critical information? Discover how Blackboard Mobile Learn can impact teaching and learning and extend online learning by giving students and teachers access to course content, and the ability to view documents in multiple formats, post announcements (teachers), create discussion threads and posts, and comment on blogs and journals. Also, learn about Blackboard Mobile Central - a dynamic communication tool that gives students, parents, and teachers on-demand access to district-wide resources and essential information such as directories, calendars, lunch balances and course schedules on the mobile devices they already own.
Mobile learning- New Tools for a New CurriculumJohn Sloan
This presentation was made at the Pearson Celebrating a 21st Century Education Conference, November 2010.
It gives background research and exemplars of how mobile devices can be used to enhance 21st Century Maths and Science learning
Trends in the K-12 education market and their impact on ITRobert Nilsson
Styles of education are rapidly evolving and Extreme Networks keeps ahead of emerging trends like competency-based learning, virtual reality for education, massive open on-line courses (MOOC), digital badges, adaptive learning, and global connected and convergent classrooms so we can help you understand and implement them.
This presentation will also help you prepare for online assessments, drawing from customer experience with the PARCC field testing; implementing Chromebooks for education; using Google Glass and drones for education; and a look at the US E-rate program.
Technology Policy Presentation for ParentsK-12 Blueprint
A sample presentation for discuss technology policy with parents. Visit the K-12 Blueprint for more information on Policy and Leadership in K-12 Education: http://www.k12blueprint.com/policy
A presentation on Ipad policies in schools. How to write an iPad policy and what needs to be considered as part of this policy before purchasing iPads for your school.
How MOOCs, tablets and apps are changing how we teachMark S. Steed
Presentation on the impact of new technologies on teaching and learning. A presentation given by Mark S. Steed, Principal of Berkhamsted School, at the Society of Heads Annual Conference, at Whittlebury Hall, Northamptonshire, on Tuesday 3rd March 2015
10 Steps to an Affordable Educational Technology PlanSam Gliksman
Affordable educational technology needs to first be effective and therefore requires a clear educational vision that addresses the needs of 21st century learners. This holistic educational approach will then guide the direction for technology expenditures and use.
Leverage Mobile Technology In Your DistrictBlackboard
Is it becoming more difficult to keep students and parents engaged and informed of critical information? Discover how Blackboard Mobile Learn can impact teaching and learning and extend online learning by giving students and teachers access to course content, and the ability to view documents in multiple formats, post announcements (teachers), create discussion threads and posts, and comment on blogs and journals. Also, learn about Blackboard Mobile Central - a dynamic communication tool that gives students, parents, and teachers on-demand access to district-wide resources and essential information such as directories, calendars, lunch balances and course schedules on the mobile devices they already own.
Mobile learning- New Tools for a New CurriculumJohn Sloan
This presentation was made at the Pearson Celebrating a 21st Century Education Conference, November 2010.
It gives background research and exemplars of how mobile devices can be used to enhance 21st Century Maths and Science learning
Trends in the K-12 education market and their impact on ITRobert Nilsson
Styles of education are rapidly evolving and Extreme Networks keeps ahead of emerging trends like competency-based learning, virtual reality for education, massive open on-line courses (MOOC), digital badges, adaptive learning, and global connected and convergent classrooms so we can help you understand and implement them.
This presentation will also help you prepare for online assessments, drawing from customer experience with the PARCC field testing; implementing Chromebooks for education; using Google Glass and drones for education; and a look at the US E-rate program.
Technology Policy Presentation for ParentsK-12 Blueprint
A sample presentation for discuss technology policy with parents. Visit the K-12 Blueprint for more information on Policy and Leadership in K-12 Education: http://www.k12blueprint.com/policy
A presentation on Ipad policies in schools. How to write an iPad policy and what needs to be considered as part of this policy before purchasing iPads for your school.
How MOOCs, tablets and apps are changing how we teachMark S. Steed
Presentation on the impact of new technologies on teaching and learning. A presentation given by Mark S. Steed, Principal of Berkhamsted School, at the Society of Heads Annual Conference, at Whittlebury Hall, Northamptonshire, on Tuesday 3rd March 2015
10 Steps to an Affordable Educational Technology PlanSam Gliksman
Affordable educational technology needs to first be effective and therefore requires a clear educational vision that addresses the needs of 21st century learners. This holistic educational approach will then guide the direction for technology expenditures and use.
This is a presentation by the Division of Information and Technology Studies, Faculty of Education, The University of Hong Kong. Advances in information and communication technology, especially the rapid developments in social technology such as wikis, blogs, social bookmarking, etc. have opened up new opportunities as well as challenges to education in schools as well as human resource development and training in public and business sectors. In the seminar, a group of experts introduce recent developments in learning technology and how these have been applied in different educational and human resource development contexts internationally and locally.
Building an Effective School BYOD PlanSam Gliksman
Schools are needing increasing amounts of expensive educational technology at a time when budgets are shrinking. Many have started to explore BYOD policies - Bring Your Own Device - as a practical solution to integrate cost effective technology into their educational programs.
With the convergence of widespread broadband and the growth of powerful, platform independent web based tools BYOD has finally arrived as an effective educational alternative to other plans that require expensive purchasing and maintenance. Viewed within a realistic perspective of both its benefits and limitations BYOD can provide a workable solution for the many schools seeking to upgrade their educational technology.
Here are the Top 5 EdTech Trends Of The Decade; 1. Cost-effective remote learning with online tutoring. 2. Video learning 3. VR/AR learning 4. Personalized Learning Experiences 5. Learning Analytics
Technology for Education Vision presentationDawn Anthony
This presentation was made in my Leadership class. It is presenting an 1:1 iPad roll out for the students. This presentation gives all the benefits of allowing the students to use iPads as a tool for furthering their education.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. What is Assistive
Technology?
An umbrella term used to describe products that
give someone with a disability a level of
independence and enable them to carry out day
to day tasks
World Health organisation
Any product or service designed to enable
independence for disabled and older people.
www.fastuk.org
3. When Is Technology “Assistive”
to a student?
• Technology “scaffolding” to enable
independent learning
• Overcomes barriers to learning
• Provides tools to compensate for task that are
more difficult and time consuming
• A recognisable adjustment to reduce the
impact on their studies
4. But assistive technology
solutions must...
• Lesson difficulties
• Enhance learning
‘a mismatch can hamper the students ability to use
coping strategies to manage their dyslexia’ Stacy
(1998)
5. Current “assistive” technology landscape
Wilkinson, Viney & Draffan 2012
• 85% of DSA students in a recent survey had
not used AT before entering HE
• 49% not identified until FE or later.
• 67.5% used it daily
• 70% said that their kit “helps them keep
up”
6. Current “assistive” technology
landscape
Price (2010) quotes a students whose dyslexia “affects
the ability to multi-task and whose low-level skill
operation does not work on automatic pilot”:
I have wonderful sentences in my head but to write
means that I have to think about the shape of letters
and the spelling. This slows me down considerably.
Strategy:
Student used Dragon to get her ideas down quickly
7. Assistive Technology &
Training: Student Feedback
• Students needs change through their course
• Integrating assistive technology into a student’s life
often requires them to learn additional skills on top of
new academic skills.
• Wilkinson, Viney & Draffan 2012:
– 80%+ found AT training helpful or very helpful
– 30% would have liked access to reminder sessions
• Better approaches?
– Study strategies using technology
– Drop in sessions
– Online resources
8. What makes up the technology
landscape for DSA students?
Technology Technology
Vs.
Expectations Enhancements
9. Technology expectations are led
by technology already in use at..
School
Home and daily life
College
Their peers
What does it mean to be a 21st century learner?
10. Computing developments since
2006 in homes & schools
2011:
2010
2009 Tablets
The iPad!
Twitter Social Media
2007-8 eBooks go meets
consumer The Kindle collaborative
Netbooks,
iPhones Android learning
Internet Windows 7 Proliferation Google Chrome
2006:
access via released of App stores book
Facebook, mobiles >
Wikipedia computers Cloud-based
Google Cloud
API’s emerge
Apps, computing
11. HE Trends in Technology beyond
2012, NMC Horizon Report
12. The Here and Now… 2012
• The Informal Learning Revolution promised by
learning platforms & m-learning is being
achieved through
– social networking,
– cloud-based tools & mobile apps
• Rise of the Social Reading concept
• The Flipped Classroom
13. The Here and Now… 2012
• Universities are moving on to the cloud
– 25,000 students and staff at the University of
Westminster now use Google Apps Education
Edition
• Mobile apps are being used in learning & to
support students
• App-ification — many tools each for a small,
discrete task
14. Trends in Technology beyond 2012:
New means of controlling tech
• Gesture based interface can inhibit or enable
access
e.g. using web-cams, Kinect devices to recognise
sign languages
• Speech control becoming prevalent
15. Trends in Technology beyond
2012: Digital identity for all
• Being able to transfer accessibility
requirements between web-enabled devices
• Cloud4All, GPII
• Bringing personalisation to the cloud
16. Trends in Technology beyond
2012: Mobile Devices
• Accessibility on mobile devices will only
improve
– Demand led
– Legislation (508 review in US)
• Expectation that mobile devices will be used
in learning
- One to one tablet provision
- Bring your own device
18. Beware the App-ification of
software
• Average shelf-life of an iPhone app is 90 days
(2009). Developers keen to re-release and
amend apps
• OS updates on mobile devices (and Mac) are
frequent and often out of user control
• How can we support apps (including Mac app
store purchase) over the length of a degree
course?
19. Migration to web apps
• Now seeing a movement to develop HTML5
apps – browser , widget or mobile based
• Platform independent & more opportunity to
be accessible.
• A.T. is already moving this way… Texthelp Web
apps
20. Windows 8 expected late 2012
• Windows 7 but with a tablet interface
• For desktop users, maybe no change?
• Still not known what the full impact of
accessibility will be but VI support for touch
interface will be built-in.
• Windows store will mark apps as accessible
22. References & More information:
21st Century Learning Quiz: www.setuk.co.uk
DSA Student survey: Wilkinson, Viney & Draffan 2012: DSA Student survey: “Can
we find the missing piece?”
Technology Strategies for studying: http://www.lexdis.org.uk/
James and Trott (2008): Support maths and engineering students with dyslexia and
mathematical difficulties with Tablet PCs. Presented to NADP conference 2008
NMC Horizon Report > 2012 Higher Education Edition
http://www.nmc.org/news/and-eli-release-horizon-report-2012-hied-edition
Price (2012): Creative solutions to making technology work: three case studies of
dyslexic writers in higher education http://eprints.soton.ac.uk/20356/
Thanks to E.A. Draffan and Kevin Brunton for providing student and assessor
insights.
Assistive technology can include mobility devices such as walkers and wheelchairs, as well as hardware, software, and peripherals that assist people with disabilities in accessing computers or other services. For example, people with limited hand function may use a keyboard with large keys or a special mouse to operate a computer, people who are blind may use software that reads text on the screen in a computer-generated voice, people with low vision may use software that enlarges screen content, people who are deaf may use a TTY (text telephone), or people with speech impairments may use a device that speaks out loud as they enter text via a keyboard.
Her hesitant decoding skills were enhanced by Kurzweil, aspeech-activation system. Variable speed read-back was a vital feature for Student C,Student C used Inspiration® to develop mind-maps to help her toget the global picture of the information contained in books or journal articles. Thishelped her to see ‘how everything fits together’She usedcolour-coded notes on screen to build up her written drafts:● Green = my notes.● Black = text lifted from other sources.● Red = things to check before putting in the essay.● Blue = my essay text.By using colour on screen she was able to identify very quickly what was not her ownlanguage. She also used colour to give herself reminders of what she had to do.
Students needs change through their courseDrop in centre or online resources can assist with thisLexdis student (2009): …when I got all my software in autumn last year, and they said: “You need to have your training on this” – as you quite rightly have said – I did feel like I was doing 2 courses and that was, frankly, too much. I had to stay with my old bad habits because I just didn’t feel I had the time to take out to learn something new to help me. It was a vicious circle, really.
Technology expectations…What is the students usual way of workingWhat technology have they used in school, at home?Technology enhancements….How can we used technology to lesson difficulties and overcome barriers?to improve access and ensure equality for all= technology as an assistive tool
2012 student intact have been exposed to these tools at home & school throughout their secondary schools
