Using Assistive Technology: Issues of Perseverance and Responsibility Cheryl Dobbs, BDANTC
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Presented by Cheryl Dobbs at the BDA International Conference 2014. As part of a qualitative study that investigated the different contexts in which students used digital technologies to support their personal difficulties with writing, this paper focuses upon one student's experience. It culminated in an exploration of his use of different technologies and specifically his adoption of speech recognition software to support his issues with dyslexia and dyspraxia. This student’s experience does not dwell purely upon successful implementation but demonstrates the problems, frustrations and barriers he encountered as he endeavoured to strive for productivity in different educational environments. This included his experience in both primary and secondary schools, and subsequently university. Some of the strategies he ultimately employed to facilitate use will be explored, since these emphasise the importance of personal autonomy and responsibility for his own learning needs.
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Unit 4:Application of ICT for Enriching Classroom Experiences – Application and use of Multimedia Educational Software for Classroom situations – Use of Internet based media for teaching and learning enrichment – Project based learning using computers, Internet and Activities – Collaborative learning using group discussion, projects, field visits, blogs, etc. E-learning: Meaning, Advantages and Disadvantages – Open Educational Resources: Concept and Significance
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Hand-out designed to support strategic thinking about the digital literacies agenda, including organisational change, looking at staff roles/responsibilities, and recommendations to institutions from the JISC Learning Literacies for a Digital Age study.
552udl
This document discusses Universal Design for Learning (UDL) and how technology can support its three principles of multiple means of representation, action and expression, and engagement. It provides examples of how technology can provide alternative ways for students to acquire knowledge, demonstrate what they know, and increase motivation by tapping into their interests. It also discusses how UDL aims to accommodate all learner differences and how the US National Education Technology Plan incorporates UDL principles.
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Participants will learn how to integrate the LEEO initiative into their NAF academy work-based learning plans for maximum student success. They will observe the outstanding features of the initiative, which can be customized to fit the needs of the school community.
British council new delhi_walkerfeb2016 wb
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Tech sample unit_plan
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Module 4: Assessment of D.E Needs
At the end of the module, you should be able to:
1. Assess DE Stakeholder's needs and wants for technology
2. Develop a framework for assessing a DE stakeholder's needs and wants for technology
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This document discusses how educational technology can help students with dyslexia and other specific learning difficulties. It focuses on how text-to-speech technology can support reading, writing, and spelling skills by allowing students to listen to text being read aloud. While such technology is available through free and paid tools, many teachers are hesitant to use it due to perceived costs, reliability issues, or lack of training. However, studies show that text-to-speech can improve reading speed, comprehension, spelling, behavior, confidence, and independence for students when used regularly. The document provides resources for teachers to learn more about integrating assistive technologies.
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This document discusses factors that influence the successful use of technology to aid reading. It presents research showing that while technology to support reading is available, only 20% of those eligible use text-to-speech for exams. The technology acceptance model and social factors influence adoption of assistive technologies. Barriers like stigma, competency, involvement in development, functionality, access, support and awareness must be addressed. Case studies examine providing text-to-speech for exams and designing speech for math, highlighting the need to consider an individual's strengths, tasks, resources, expertise, environment and tools in technology selection.
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This document summarizes key points about reasonable adjustments for learners with specific learning difficulties (SpLDs) such as dyslexia. It discusses the duty to provide reasonable adjustments to remove substantial disadvantages for disabled people, including those with SpLDs. It also examines different perspectives on what constitutes a substantial disadvantage and what evidence is required to prove impairment. The document analyzes adjustments to assessments and exams, including debates around validating qualifications, unfair advantages, and students' normal ways of working. It also introduces concepts of universal design for learning and assessment to make exams more inclusive.
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This document discusses factors that influence whether students and others adopt and use assistive technologies (AT). It notes that only a small percentage of those who qualify for AT end up using it. Barriers include lack of time to learn new systems, complexity of some technologies, and stigma associated with disabilities. Adoption is influenced by how useful and easy to use a technology is according to the Technology Acceptance Model. The document advocates for user-centered design of AT, embedding support across organizations, and addressing both organizational and personal factors to influence greater adoption of AT.
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The document discusses issues around creating open educational resources (OERs) that are accessible to students with disabilities. It notes that fewer students will receive support through disability allowances, and accessibility is required by law. OERs could help if they allow text magnification, have captions for videos, and support screen readers and text-to-speech. Tools like Xerte can help create accessible OERs, and authors should consider the unknown audience and platforms their resources may be used on. Checklists and tools can help authors evaluate and improve accessibility.
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This document summarizes research on note-taking difficulties faced by disabled students and technology-based solutions to support them. It finds that note-taking is especially challenging for students with disabilities impacting concentration, processing speed, and memory. While universities often provide lecture materials in advance and recordings, these do not replace personalized notes and have limitations. The document evaluates different note-taking technologies and finds that while centralized recordings are useful, personal recordings made during lectures best support note-taking for disabled students.
A study of the availability and use of assistive technology with dyslexic pup...
Presented by Malcolm Litten at the BDA International Conference, March 2014
Despite the existence of a variety of tools designed to assist individuals who experience difficulties in reading and writing, research reveals that only a minority of schools actually employ them with their pupils. Even where there exist good quality freeware tools, few schools have a policy of systematically making these available on their network. Research has demonstrated the positive value of such assistive technology and a recent change in exam access arrangements at GCSE argues that its use to assist print-impaired candidates read text is acceptable as proof of independent reading. This paper describes the present failure to enable dyslexic pupils to engage independently in their education and explores the factors that prevented even the best-intentioned schools from offering their pupils the chance to use text-to-speech in the 2013 English GCSE exams.
Using text-to-speech in exams - practical solutions and pitfalls, UK perspective
Presented by Paul Nisbet and Abi James at the BDAN International Conference, March 2014.
Since 2012 the JCQ Access Arrangements have acknowledged that candidates using a Computer Reader or text-to-speech technology are reading independently making such provision available to candidates in exams that test reading skills for the first time. While use of digital exams with text-to-speech has been widely supported in Scotland through the work of SQA and CALL Scotland for a number of years, the rest of the UK has not had equivalent access. From 2013/14 exam boards in England, Wales and Northern Ireland propose to provide digital versions of exam papers to schools for text-to-speech users. This paper will draw on experiences in Scotland and the work of the BDA New Technology Committee to identify processes and best practices within schools for using these digital papers and to identify the best text-to-speech technology to maximise the benefits for students.
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This document discusses various technologies for capturing and interacting with mathematical content electronically. It describes how digital pens, tablets, audio recording, and handwriting recognition software can be used to take notes containing math. It also discusses tools for writing math content, such as LaTeX, MathType, and apps that support math recognition. Finally, it covers how to read math content in ebooks and online using formats like MathML that support accessible mathematical expressions.
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Using Assistive Technology: Issues of Perseverance and Responsibility Cheryl Dobbs, BDANTC
- 1. Using Assistive Technology Issues of Perseverance and Responsibility Cheryl Dobbs BDA NTC 2014
- 3. A study which examined the difficulties students encountered with writing and an exploration of the different digital technologies they used for support.
- 4. This included examining terms and their meanings when used in differing contexts e.g. writing assistive technology disability Exploration involved examining the experiences students had encountered through a focus upon:
- 5. VIEWED THROUGH THE PERSPECTIVE OF : Facilitators (those supporting students with digital technology use) Developers/Distributors of software designed for writing support Students
- 6. STEVE’S EXPERIENCE Early school years Using Technologies in the Primary and Secondary Classroom Examinations
- 8. USING TECHNOLOGIES IN THE CLASSROOM Practical Application Persevering with use Perceptions encountered Responsibility
- 9. EXAMINATIONS Access Arrangements Communicating and Demonstrating Knowledge Choosing Writing Tools
- 10. SOME ISSUES: Awareness and Knowledge Responsibility Mainstream/Specialist Technologies Finance
- 11. RESEARCH IN USE: 2014 Universal Design BYOD (Bring Your Own Device) Examinations and Assessments Facilitation Model which encourages and promotes independent activity and exploration
- 12. cheryl.dobbs@bigpond.com www.bdatech.org Students’ Use of Digital Technologies to Support Writing Difficulties Kings’ College, London 2014