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How does technology impact student learning? Some postsecondary educators view technology as a distraction in the classroom. Even if they don’t ban the use of mobile phones or social media during class, they may begrudgingly view technology as a little more than a necessary evil.
*Internet Safetyslcsd Educational Technology Resources Technology
*Internet Safetyslcsd Educational Technology Resources Inc
*Internet Safetyslcsd Educational Technology Resources Examples
*Internet Safetyslcsd Educational Technology Resources Internships
But rather than simply ‘tolerate’ it, instructors can harness the power of digital devices, apps and tools to increase engagement, encourage collaboration, spark innovation and enhance student learning.
In and of itself, educational technology doesn’t result in effective teaching and learning. It still requires a guide (the educator) and a purpose (related to the curriculum). And it does require some effort and strategies to integrate it effectively into your course material. But, if used with intention, technology can be transformed from a distraction to an effective teaching tool.
Here are a few answers to the question of how technology impacts student learning, and reasons why educators should make the most of technology inside—and outside—the classroom.
*In poor-to-fair systems, limited resources and teacher capabilities as well as poor infrastructure and internet bandwidth are likely to limit the benefits of student-based technology. Our previous work suggests that more prescriptive, teacher-based approaches and technologies (notably data projectors) are more likely to be effective in this.
*The Internet is a vast source of information — some good and some bad. If your children learn to use it wisely, they can be safe while using the Internet for all the resources it has to offer. Like an infinite library, the Web can take you to the ends of the earth with the information it contains.
*However, in many ways, technology has profoundly changed education. For one, technology has greatly expanded access to education. In medieval times, books were rare and only an elite few had access to educational opportunities. Individuals had to travel to centers of learning to get an education.Technology affords better access to resources
Technology in Education: Teaching Technology Resources Resources and news on technology in the classroom. Welcome to the ’Technology in Education’ section of the Southeast Education Network magazine website: We are here to provide you with technology resources, tips and techniques to help you become a more effective educator. Most internet users are to be found in South Africa, Egypt and Morocco. The obstacles to accessing internet connection in Africa comes with low computer literacy. This represents a challenge for EdTech companies, trying to find a way to incorporate technology in areas with little to no internet connection. Educational and technology gap.
With an Internet connection, we have access to information at our fingertips 24 hours a day. We can find almost anything online, in its most up-to-date version. For students, this means access to everything from research materials and educational apps to interactive edutainment and open resources from prestigious universities around the world. They may, however, need instruction on how to find credible resources and direction on providing proper attribution when they use them.
Students can also supplement their learning by connecting with online groups and virtual communities in real time, or by collaborating on group projects with tools such as wikis and cloud-based apps. And instructors can provide access to course material (and additional resources) by setting up portals through learning management systems or providing access to course-specific software for each learner. Blended learning — a mixture of classroom technology and face-to-face learning—is a popular way of organizing this.Technology can improve student engagement
Education technology can make learning more interactive and collaborative—and this can help students better engage with course material. Rather than memorizing facts, they learn by doing. This could be as simple as taking an interactive quiz in class or participating in tech-enabled group discussions or as involved as playing educational games, practicing science experiments in a virtual lab or taking a virtual field trip.
But to make it truly engaging, it must be truly interactive. Doing math on a computer isn’t any different than doing math with a pencil and pad of paper. But using augmented reality to animate math challenges is a whole different ballgame. For some students, interactivity provides a better learning experience.
For teachers, the possibilities are endless: from using simulation tools to demonstrate how a hurricane develops, to using virtual reality to practice medical procedures. “As a growing number of medical schools bring virtual reality into the classroom, students are finding it an effective way to learn complex subject matter, such as anatomy, that’s often easier to understand with hands-on practice,” writes1 Chris Hayhurst for EdTech Magazine.Technology can expand classroom boundaries
Thanks to technology, the classroom no longer has walls. The learning environment no longer has boundaries. And instruction can be provided by any number of subject matter experts—in addition to the person teaching the course.
“Students in a classroom in the rural U.S., for example, can learn about the Arctic by following the expedition of a team of scientists in the region, read scientists’ blog posting, view photos, e-mail questions to the scientists, and even talk live with the scientists via a videoconference. Students can share what they are learning with students in other classrooms in other states who are tracking the same expedition,” according to an article2 on technology in education by Purdue University.Technology can encourage self-paced learning
In a traditional classroom, students who were struggling to learn new concepts would quickly fall behind their peers. With online assignments, however, students can advance at their own pace. Those who need more time or extra help can practice outside of class with guided exercises or additional coursework. So, too, can learners who want more of a challenge.
Thanks to the always-on nature of technology, students can access resources online whenever they need to, and instructors can see which students might need extra help. The exercise of self-paced learning also helps students learn digital literacy and 21st century skills, which will be useful when they enter the workforce.Technology can promote innovative teaching techniques
Technology changes the way we access information, but also how we’re taught that information. The instructor becomes less of a ‘sage on stage’ and more of a ‘guide on the side.’ From accessing course materials online to watching video-recorded lectures, technology opens up the possibility for teaching innovation: from collaborative group work to flipped and hybrid classrooms. Instructors can also use classroom response systems to assess students’ understanding of course material and adjust the pace or content as needed in real time.How does technology impact student learning? A summary
While technology is sometimes seen as a threat—and it does have its limits—integrating it into your teaching practice offers a new way for students to interact and engage with course material. Thanks to technology, education is no longer confined to the walls of your classroom. YouTube videos and social media don’t have to be a distraction; they can be part of your course material. The math is easy: it adds up to better learning outcomes.References
*Hayhurst, C. (2017, February 15). Medical Students Practice Critical Skills on Digital Cadavers. Retrieved from https://edtechmagazine.com/higher/article/2017/02/medical-students-practice-critical-skills-digital-cadavers
*How Has Technology Changed Education? (2017, April 25). Retrieved from https://online.purdue.edu/ldt/learning-design-technology/resources/how-has-technology-changed-educationTagged as: Education Technology
Cyndi Rowland
WebAIM, Center for Persons with Disabilities
Utah State University
Sheryl Burgsthaler
DoIt, Access-It
University of Washington
Jared Smith
WebAim—Center for Persons with Disabilities
Utah State University
Norman Coombs
Equal Access to Software and Information
Laguna Hills, CA
Abstract: Participants in the Technology Strand of the National Summit are asked to focus their thoughts and efforts on three key issues important in accessible distance education. This discussion paper will be used to frame workgroup topics and time allocations. The first issue is the potential to produce, procure, and use natively accessible hardware and software. The second issue moves beyond accessible technology to the promise and barriers of the design, layout and delivery of accessible content in distance education. The final issue for participant consideration is the importance of education and ongoing support of divergent stakeholder groups, including technical staff, instructors, and end-users with disabilities.Issues in Accessing Distance Education Technologies for Individuals with Disabilities
Distance education opportunities for students are increasing at an exponential rate. More than at any time in our nation’s history, we have an array of course offerings and entire degree programs available to students regardless of their grade level, area of interest, or location.[1] This is in part due to rapid advances in, and availability of, technology. Most would agree that technology has been a transformative agent throughout all areas of our society (e.g., education, employment, and quality of life). It has also been viewed as a great equalizer when used by individuals with disabilities.[2] However, the full potential of using technology in education to benefit individuals with disabilities is not being realized.[3] Ironically, one reason this is happening is that not all students can access the technology that has the potential to provide a more accessible educational opportunity. Moreover, the issues of access are not solely those of students. Faculty and staff members with disabilities can be disadvantaged when technology is required for the conduct of their employment.
The issues of technology access for persons with disabilities in education are ubiquitous. Technology-mediated teaching and learning permeate all grade levels and locations. No one would argue that the broad array of technology used in education today places individuals with disabilities at a disadvantage. These same issues are paramount when discussed in the context of distance education, which often is delivered only through various technologies. It does a non-signing student who is deaf little good when the videoconferencing system for his distance education class does not have captioning and the video signal is inadequate for lip reading. A faculty member who is blind will have problems participating in real-time chats of her online distance education course if the chat function is inaccessible to her assistive technology (e.g., screen reader). Since many institutions plan to broaden the use of technology in distance education,[4] these issues must be addressed.
The numbers speak to a need. The 2000 Census data indicated that although 49.7 million Americans have a disability (roughly one in 5 individuals over the age of 5 in the civilian non-institutionalized population), approximately 8.5% of the population has at least one disability that would impact computer and Internet use. This includes long-lasting severe vision, hearing, mobility, and manual dexterity problems.[5] Consider the fact that 8% of undergraduate students in 1999-2000 enrolled in distance education courses at a postsecondary level and you would predict that at least 8% of that group might have had a disability that would affect access to technology. However, less than half (i.e., 47%) of postsecondary institutions with distance education programs reported having received a request for accommodation from a student with a disability in their distance education program.[6] This could point to an underutilization of distance education by students with disabilities.
Technology access in education is also an important social issue. Research data suggest that persons with disabilities who use technology in education have greater success in secondary and postsecondary education. The use of technology is also related to improved career outcomes.[7] Failure to address the important role of technology access in facilitating educational success could lead to high social costs, assuming that barriers to education will continue to contribute to high unemployment rates in persons with disabilities.[8] As educational outcomes predict career success, limitations in accessing the very technology that provides educational opportunity could negatively impact these students.
While it is true that accommodations might eliminate many of the difficulties expressed above, accommodations are (1) costly, (2) can be difficult to accomplish, and (3) often lag behind the need. Attempts to move away from an accommodation model to one that embraces universal design and incorporates technology that is natively accessible holds the greater promise to solve complex problem of technology use in education for those with disabilities.[9] This is especially true as technology rapidly advances and as more individuals with disabilities avail themselves of technology-mediated and distance education opportunities.[10]The Challenge
Participants in the Technology Strand of the National Summit sponsored by the National Center on Disability and Access to Education (NDCAE) will focus on the state-of-the art with respect to access in distance education. The challenge for participants will be to identify (1) current state of accessing education through technology, (2) promising practices that lead to full access, and (3) barriers to full access. With this information, work groups will develop an end-of-the-Summit report that addresses new directions, a national agenda, and strategic partnerships. This discussion paper is intended to focus the energies of strand participants in a productive way so they may accomplish this goal in a two-day period.
Although acquiring assistive technologies is a first step in the complicated maze of educational access for those with disabilities, this paper will assume the individual already has assistive technology and focus on issues associated with educational access. Much information already exists with regard to the multiple issues involved in procuring and using assistive technologies.[11] Thus, it will not be the focus of this paper and Summit process. Rather, the Summit will focus on elements related to the planning, development, implementation, and evaluation of the universal design of technology and its use in delivering courses and facilitating teaching and learning.
The authors of this paper have identified three issues that affect individuals with disabilities involved in distance education. Each main issue will end in a series of questions for the reader to ponder prior to the Summit. A brief summary is as follows:
1. Direct accessibility of hardware and software. It is true that natively accessible distance technologies are few and far between. But what are the central issues that lead to this result? What is the relationship between laws, procurement policies, industry standards, and technology development? Is it possible to expect that market forces will improve technology access over time? Do we need more regulation? How can we improve standards harmonization and use? Do we need additional resources? What do we do in the meantime?
2. Accessibility of content presentation and use. Given a technology that enables direct access, the design, layout, and delivery of a course will impact its true accessibility to the learner. We know that accessible does not mean useable. What needs to be done to insure that students with disabilities can benefit from these educational opportunities? Who shoulders this responsibility? Is this a faculty and staff training issue, a student issue, an accommodation issue?
3. Education of those who use technology. Many individuals who use technology in distance education need training and support to maximize accessibility of the course itself. The list of these in need of education is long and includes course designers and developers, technical assistants, instructors, and the end-user (i.e., the consumer with a disability). Who is teaching these individuals what they need to learn? Where do they go for additional training or support? Who funds this important effort? How are these complex interactions improved over time?Accessibility of Hardware and Software to Promote Technology Access for Individuals with DisabilitiesOverview
Too often, individuals with disabilities who have a computer, assistive technology, and an Internet connection cannot make full use of their capabilities because of inaccessible features.[12] Hardware and software are two critical elements that determine whether individuals with disabilities can access distance education in an independent and self-sufficient manner. Hardware in distance education that can pose accessibility problems for individuals with disabilities can include computers, microphones, televisions, or cameras. Software difficulties can arise in many formats including Web-based content, instructional applications, video conferencing software, productivity applications (such as word processors), and closed captioning technologies.
In distance education, inaccessibility of content can be introduced at three points within the distance delivery mechanism: 1) during development, 2) during transmission, or 3) during reception. Hardware and software is used extensively in the delivery of all distance education mediums (e.g., Web, satellite, and video conferencing). There is an increasing need for development of hardware and software that allows for accessible development, transmission, and reception of distance education content. Identifying Problems
The following sequence has been identified to help us explain the implementation, or lack thereof, of accessible distance education hardware and software:
1. End user requirements drive procurement of accessible products.
2. Procurement of accessible products drives industry development of these products.
3. Industry development of accessible products drives widespread use of these technologies.
4. Widespread use of accessible products promotes delivery of accessible distance education.Requirements
Individuals with disabilities desire technologies that allow them the best access to distance education. Federal legislation[13] prohibits discrim
https://diarynote.indered.space
How does technology impact student learning? Some postsecondary educators view technology as a distraction in the classroom. Even if they don’t ban the use of mobile phones or social media during class, they may begrudgingly view technology as a little more than a necessary evil.
*Internet Safetyslcsd Educational Technology Resources Technology
*Internet Safetyslcsd Educational Technology Resources Inc
*Internet Safetyslcsd Educational Technology Resources Examples
*Internet Safetyslcsd Educational Technology Resources Internships
But rather than simply ‘tolerate’ it, instructors can harness the power of digital devices, apps and tools to increase engagement, encourage collaboration, spark innovation and enhance student learning.
In and of itself, educational technology doesn’t result in effective teaching and learning. It still requires a guide (the educator) and a purpose (related to the curriculum). And it does require some effort and strategies to integrate it effectively into your course material. But, if used with intention, technology can be transformed from a distraction to an effective teaching tool.
Here are a few answers to the question of how technology impacts student learning, and reasons why educators should make the most of technology inside—and outside—the classroom.
*In poor-to-fair systems, limited resources and teacher capabilities as well as poor infrastructure and internet bandwidth are likely to limit the benefits of student-based technology. Our previous work suggests that more prescriptive, teacher-based approaches and technologies (notably data projectors) are more likely to be effective in this.
*The Internet is a vast source of information — some good and some bad. If your children learn to use it wisely, they can be safe while using the Internet for all the resources it has to offer. Like an infinite library, the Web can take you to the ends of the earth with the information it contains.
*However, in many ways, technology has profoundly changed education. For one, technology has greatly expanded access to education. In medieval times, books were rare and only an elite few had access to educational opportunities. Individuals had to travel to centers of learning to get an education.Technology affords better access to resources
Technology in Education: Teaching Technology Resources Resources and news on technology in the classroom. Welcome to the ’Technology in Education’ section of the Southeast Education Network magazine website: We are here to provide you with technology resources, tips and techniques to help you become a more effective educator. Most internet users are to be found in South Africa, Egypt and Morocco. The obstacles to accessing internet connection in Africa comes with low computer literacy. This represents a challenge for EdTech companies, trying to find a way to incorporate technology in areas with little to no internet connection. Educational and technology gap.
With an Internet connection, we have access to information at our fingertips 24 hours a day. We can find almost anything online, in its most up-to-date version. For students, this means access to everything from research materials and educational apps to interactive edutainment and open resources from prestigious universities around the world. They may, however, need instruction on how to find credible resources and direction on providing proper attribution when they use them.
Students can also supplement their learning by connecting with online groups and virtual communities in real time, or by collaborating on group projects with tools such as wikis and cloud-based apps. And instructors can provide access to course material (and additional resources) by setting up portals through learning management systems or providing access to course-specific software for each learner. Blended learning — a mixture of classroom technology and face-to-face learning—is a popular way of organizing this.Technology can improve student engagement
Education technology can make learning more interactive and collaborative—and this can help students better engage with course material. Rather than memorizing facts, they learn by doing. This could be as simple as taking an interactive quiz in class or participating in tech-enabled group discussions or as involved as playing educational games, practicing science experiments in a virtual lab or taking a virtual field trip.
But to make it truly engaging, it must be truly interactive. Doing math on a computer isn’t any different than doing math with a pencil and pad of paper. But using augmented reality to animate math challenges is a whole different ballgame. For some students, interactivity provides a better learning experience.
For teachers, the possibilities are endless: from using simulation tools to demonstrate how a hurricane develops, to using virtual reality to practice medical procedures. “As a growing number of medical schools bring virtual reality into the classroom, students are finding it an effective way to learn complex subject matter, such as anatomy, that’s often easier to understand with hands-on practice,” writes1 Chris Hayhurst for EdTech Magazine.Technology can expand classroom boundaries
Thanks to technology, the classroom no longer has walls. The learning environment no longer has boundaries. And instruction can be provided by any number of subject matter experts—in addition to the person teaching the course.
“Students in a classroom in the rural U.S., for example, can learn about the Arctic by following the expedition of a team of scientists in the region, read scientists’ blog posting, view photos, e-mail questions to the scientists, and even talk live with the scientists via a videoconference. Students can share what they are learning with students in other classrooms in other states who are tracking the same expedition,” according to an article2 on technology in education by Purdue University.Technology can encourage self-paced learning
In a traditional classroom, students who were struggling to learn new concepts would quickly fall behind their peers. With online assignments, however, students can advance at their own pace. Those who need more time or extra help can practice outside of class with guided exercises or additional coursework. So, too, can learners who want more of a challenge.
Thanks to the always-on nature of technology, students can access resources online whenever they need to, and instructors can see which students might need extra help. The exercise of self-paced learning also helps students learn digital literacy and 21st century skills, which will be useful when they enter the workforce.Technology can promote innovative teaching techniques
Technology changes the way we access information, but also how we’re taught that information. The instructor becomes less of a ‘sage on stage’ and more of a ‘guide on the side.’ From accessing course materials online to watching video-recorded lectures, technology opens up the possibility for teaching innovation: from collaborative group work to flipped and hybrid classrooms. Instructors can also use classroom response systems to assess students’ understanding of course material and adjust the pace or content as needed in real time.How does technology impact student learning? A summary
While technology is sometimes seen as a threat—and it does have its limits—integrating it into your teaching practice offers a new way for students to interact and engage with course material. Thanks to technology, education is no longer confined to the walls of your classroom. YouTube videos and social media don’t have to be a distraction; they can be part of your course material. The math is easy: it adds up to better learning outcomes.References
*Hayhurst, C. (2017, February 15). Medical Students Practice Critical Skills on Digital Cadavers. Retrieved from https://edtechmagazine.com/higher/article/2017/02/medical-students-practice-critical-skills-digital-cadavers
*How Has Technology Changed Education? (2017, April 25). Retrieved from https://online.purdue.edu/ldt/learning-design-technology/resources/how-has-technology-changed-educationTagged as: Education Technology
Cyndi Rowland
WebAIM, Center for Persons with Disabilities
Utah State University
Sheryl Burgsthaler
DoIt, Access-It
University of Washington
Jared Smith
WebAim—Center for Persons with Disabilities
Utah State University
Norman Coombs
Equal Access to Software and Information
Laguna Hills, CA
Abstract: Participants in the Technology Strand of the National Summit are asked to focus their thoughts and efforts on three key issues important in accessible distance education. This discussion paper will be used to frame workgroup topics and time allocations. The first issue is the potential to produce, procure, and use natively accessible hardware and software. The second issue moves beyond accessible technology to the promise and barriers of the design, layout and delivery of accessible content in distance education. The final issue for participant consideration is the importance of education and ongoing support of divergent stakeholder groups, including technical staff, instructors, and end-users with disabilities.Issues in Accessing Distance Education Technologies for Individuals with Disabilities
Distance education opportunities for students are increasing at an exponential rate. More than at any time in our nation’s history, we have an array of course offerings and entire degree programs available to students regardless of their grade level, area of interest, or location.[1] This is in part due to rapid advances in, and availability of, technology. Most would agree that technology has been a transformative agent throughout all areas of our society (e.g., education, employment, and quality of life). It has also been viewed as a great equalizer when used by individuals with disabilities.[2] However, the full potential of using technology in education to benefit individuals with disabilities is not being realized.[3] Ironically, one reason this is happening is that not all students can access the technology that has the potential to provide a more accessible educational opportunity. Moreover, the issues of access are not solely those of students. Faculty and staff members with disabilities can be disadvantaged when technology is required for the conduct of their employment.
The issues of technology access for persons with disabilities in education are ubiquitous. Technology-mediated teaching and learning permeate all grade levels and locations. No one would argue that the broad array of technology used in education today places individuals with disabilities at a disadvantage. These same issues are paramount when discussed in the context of distance education, which often is delivered only through various technologies. It does a non-signing student who is deaf little good when the videoconferencing system for his distance education class does not have captioning and the video signal is inadequate for lip reading. A faculty member who is blind will have problems participating in real-time chats of her online distance education course if the chat function is inaccessible to her assistive technology (e.g., screen reader). Since many institutions plan to broaden the use of technology in distance education,[4] these issues must be addressed.
The numbers speak to a need. The 2000 Census data indicated that although 49.7 million Americans have a disability (roughly one in 5 individuals over the age of 5 in the civilian non-institutionalized population), approximately 8.5% of the population has at least one disability that would impact computer and Internet use. This includes long-lasting severe vision, hearing, mobility, and manual dexterity problems.[5] Consider the fact that 8% of undergraduate students in 1999-2000 enrolled in distance education courses at a postsecondary level and you would predict that at least 8% of that group might have had a disability that would affect access to technology. However, less than half (i.e., 47%) of postsecondary institutions with distance education programs reported having received a request for accommodation from a student with a disability in their distance education program.[6] This could point to an underutilization of distance education by students with disabilities.
Technology access in education is also an important social issue. Research data suggest that persons with disabilities who use technology in education have greater success in secondary and postsecondary education. The use of technology is also related to improved career outcomes.[7] Failure to address the important role of technology access in facilitating educational success could lead to high social costs, assuming that barriers to education will continue to contribute to high unemployment rates in persons with disabilities.[8] As educational outcomes predict career success, limitations in accessing the very technology that provides educational opportunity could negatively impact these students.
While it is true that accommodations might eliminate many of the difficulties expressed above, accommodations are (1) costly, (2) can be difficult to accomplish, and (3) often lag behind the need. Attempts to move away from an accommodation model to one that embraces universal design and incorporates technology that is natively accessible holds the greater promise to solve complex problem of technology use in education for those with disabilities.[9] This is especially true as technology rapidly advances and as more individuals with disabilities avail themselves of technology-mediated and distance education opportunities.[10]The Challenge
Participants in the Technology Strand of the National Summit sponsored by the National Center on Disability and Access to Education (NDCAE) will focus on the state-of-the art with respect to access in distance education. The challenge for participants will be to identify (1) current state of accessing education through technology, (2) promising practices that lead to full access, and (3) barriers to full access. With this information, work groups will develop an end-of-the-Summit report that addresses new directions, a national agenda, and strategic partnerships. This discussion paper is intended to focus the energies of strand participants in a productive way so they may accomplish this goal in a two-day period.
Although acquiring assistive technologies is a first step in the complicated maze of educational access for those with disabilities, this paper will assume the individual already has assistive technology and focus on issues associated with educational access. Much information already exists with regard to the multiple issues involved in procuring and using assistive technologies.[11] Thus, it will not be the focus of this paper and Summit process. Rather, the Summit will focus on elements related to the planning, development, implementation, and evaluation of the universal design of technology and its use in delivering courses and facilitating teaching and learning.
The authors of this paper have identified three issues that affect individuals with disabilities involved in distance education. Each main issue will end in a series of questions for the reader to ponder prior to the Summit. A brief summary is as follows:
1. Direct accessibility of hardware and software. It is true that natively accessible distance technologies are few and far between. But what are the central issues that lead to this result? What is the relationship between laws, procurement policies, industry standards, and technology development? Is it possible to expect that market forces will improve technology access over time? Do we need more regulation? How can we improve standards harmonization and use? Do we need additional resources? What do we do in the meantime?
2. Accessibility of content presentation and use. Given a technology that enables direct access, the design, layout, and delivery of a course will impact its true accessibility to the learner. We know that accessible does not mean useable. What needs to be done to insure that students with disabilities can benefit from these educational opportunities? Who shoulders this responsibility? Is this a faculty and staff training issue, a student issue, an accommodation issue?
3. Education of those who use technology. Many individuals who use technology in distance education need training and support to maximize accessibility of the course itself. The list of these in need of education is long and includes course designers and developers, technical assistants, instructors, and the end-user (i.e., the consumer with a disability). Who is teaching these individuals what they need to learn? Where do they go for additional training or support? Who funds this important effort? How are these complex interactions improved over time?Accessibility of Hardware and Software to Promote Technology Access for Individuals with DisabilitiesOverview
Too often, individuals with disabilities who have a computer, assistive technology, and an Internet connection cannot make full use of their capabilities because of inaccessible features.[12] Hardware and software are two critical elements that determine whether individuals with disabilities can access distance education in an independent and self-sufficient manner. Hardware in distance education that can pose accessibility problems for individuals with disabilities can include computers, microphones, televisions, or cameras. Software difficulties can arise in many formats including Web-based content, instructional applications, video conferencing software, productivity applications (such as word processors), and closed captioning technologies.
In distance education, inaccessibility of content can be introduced at three points within the distance delivery mechanism: 1) during development, 2) during transmission, or 3) during reception. Hardware and software is used extensively in the delivery of all distance education mediums (e.g., Web, satellite, and video conferencing). There is an increasing need for development of hardware and software that allows for accessible development, transmission, and reception of distance education content. Identifying Problems
The following sequence has been identified to help us explain the implementation, or lack thereof, of accessible distance education hardware and software:
1. End user requirements drive procurement of accessible products.
2. Procurement of accessible products drives industry development of these products.
3. Industry development of accessible products drives widespread use of these technologies.
4. Widespread use of accessible products promotes delivery of accessible distance education.Requirements
Individuals with disabilities desire technologies that allow them the best access to distance education. Federal legislation[13] prohibits discrim
https://diarynote.indered.space
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