technology accessibility survey for learners
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technology accessibility survey for learners

New Survey: Learners with Disabilities and COVID-19 School Closures. By doing this, the external threats to electronic information access are minimized. On web accessibility, the paper concluded that the websites were not accessible by learners with visual impairment. In relation to the lack of teacher knowledge, Abner and Lahn (2002) found in their survey in Kentucky of teachers of learners with visual impairments that the teachers did not, in general, feel competent to teach assistive technology. However, if the technologies fail to match the needs of end-users, they can turn into a new barrier for PWDs. Their responses were as presented in figure 6: The findings indicated that more than half of the students engaged in the study either disagreed or strongly disagreed to the statement that ‘it is easy to access and use e-resources’. This is in line with findings by Carney (2003) that appropriate selection of devices and technology, and subsequent training, is crucial for ensuring proper use of such devices. For those who had not received training, the researcher further sought to establish the reasons for not attending or having received user education on how to access e-resources. (2014). Web Accessibility, 55(4), 950–972. and Thohira, M. (2007), “Accessibility of web-based information centre databases: the vendors’ perspectives in 2007”, Information centre Hi Tech, Vol. Whereas accessing electronic information resources offers opportunities to obtain accurate and timely literature, observation shows that there is low usage of these resources by learners with visual impairment in Kenyatta University. The findings of this study are not different from a study conducted earlier. Learners who rely on screen readers experience barriers accessing information due to their rich graphical interfaces and complex web designs of proprietary online databases. A significant number indicated that the available assistive technology was useful. 10TH ed. The Global Learner Survey’s top findings included: To view the findings of the Global Learner Survey, including full findings for the US visit: go.pearson.com/global-learner-survey. But now, ‘distance learning’ is primarily delivered as online learning. The reliability coefficient that was obtained from the pilot study was accepted since it attained a coefficient (0.75) which the researcher considered reasonable based on Orodho (2009). This study therefore seeks to explore whether the web content is accessible to learners with visual impairment and what are the implications of this accessibility on information access which further influences their participation in the knowledge society. The researcher considered it very important to establish whether the assistive technology present in the library was adequate to cater for the information access needs of users with visual impairment. Although some people stick to printed resources, the fact that electronic resources offer innovation and irresistible options in terms of cost and time is obvious. and Chambers, M.B. Brophy, P., & Craven, J. For instance, the advances in Web 2.0 and the new virtual learning environment does not always take into consideration whether or not it is compatible with the assistive technology learners rely on (Dermody & Majekodunmi, 2011). It is vital for students to benefit, on an equal basis, from rapid development of ICTs to enter an inclusive and barrier-free Information Society. Use of adaptive technology was investigated and its influence on access to e-resources established. The findings of this paper are aimed at informing policy in the provision of access literacy skills especially on an e-platform. This course introduces some of the fundamental principles of accessibility and prepares learners for further study in accessibility and inclusive design. For these reasons, there has been a great deal of research into how people with visual impairment access the internet, what they use the internet for and the barriers that they face (Hewett, Torgerson, & Douglas, 2014). The increasing provision of Web-based information resources has moved from a simple text interface to dynamic and interactive de­signs. In order to find out whether the students were able to use assistive technology, the researcher sought to find out whether the students had any training on the use of assistive technology. On literacy levels of learners and staff on assistive technology, the paper concluded that the skills were not adequate to explore the online platform. Misc., April 30 2020. Video mag­nifiers and electronic readers, Optical Character Recognition software, magnification software, speech output systems and electronic Braille de­vices all have a part to play in a solution for a particular individual. A strategy for education providers and the technology industry to help improve and increase the effective use of technology in education. Learners with visual impairment also have similar information needs as the other sighted learners. This finding could be attributed to inaccessible web designs, low literacy levels in using electronic resources, lack of knowledge in using assistive technology and lack of motivation in using e-resources possibly caused by the above factors. (2014). While this move has provided people with a more creative and flexible experience, there are dangers that some people will be excluded because they cannot use standard methods of access. Following the journal article by Areej Ahmed there is a critical view represented on the subjectivity of assistive technology. For those who indicated that the available assistive technology was not useful, the researcher further sought to know why they were not useful and yet AT was at least available. The poll surveyed more than 7,000 people, ranging in age from 16 to 70. Web survey powered by SurveyMonkey.com. Specifically 52.8% which constituted more than half of the sampled students indicated that it is not easy to access and use e-resources. The findings were as presented in figure 7: More than half of the students responded that they had not received any user education on how to access e-resources. Second, once accessibility barriers have been overcome, the internet offers a quick access to information that was not readily accessible before (e.g. In addition they should ensure that the web sites are designed in such a way that they are accessible to this category of users. Data collection technique: for the questionnaires, personal administration with on-the-spot-collection method was used. We believe that wherever learning flourishes so do people. Sample size: For the purpose of external validity of this study, the study population formed the sample. 207-20. Doiron, R. (2011), “Using e-books and e-readers to promote reading in school libraries: lessons from the field”, paper presented at the IFLA Conference, 13-18 August, San Juan, Puerto Rico. Wednesday, 20th May 2020. From an accessibility perspective this has at least allowed standard approaches to be developed to try to ensure that all users are able to access all services (Brophy & Craven, 2007). The use of the internet is becoming an essential part of day-to-day living. This is a good policy consideration by the library management when recruiting staff to serve at the section for users with special needs in future. The findings of this research paper would enable information managers to make informed decisions in designing information websites and in the buildup of assistive technology equipments and skills in the current information society setting where digitization is emphasized. In this time of increased student need, some accessibility offices find themselves less equipped than before. This sample questionnaire template consists of various survey questions that are used to collect in-depth feedback about increased scope of using technology in education. (2002), “Accessibility and usability of web-based information centre databases for non-visual users”, Information centre Hi Tech, Vol. After completing this module, you will be able to: - add elements of stretch and challenge to a learning or assessment activity - identify situations and contexts where this will improve the learning experience and outcomes of given individuals and groups Working with the Digital Learner Technologies such as e-portfolios or blogs can enable learners to gain feedback from multiple audiences, reflect on their ongoing development, and make sense of their learning. After analysis; tables, graphs and charts were used to present quantitative data while qualitative data was presented in textual mode. 4, pp. With this background, the researcher sought to find out the rating of staff skills in AT. On web accessibility, the research paper recommends that the library and information centre managers should ensure that the library websites are accessible to persons with visual impairment. The findings contradict earlier findings by (Carney, 2003) which showed that the use of computers is particularly important to students with visual impairments, as their ability to use written communication can be enhanced and access to information improved. , 08:00. Use of social networks for academic purposes : a case study. However today lots of resources like; books, journals, encyclopedias, theses, scientific articles and reports, are open to access in electronic databases in digital media (Assist & Ongoz, 2010). 20 No. Kenyatta University was purposively selected since it had the largest population of students with visual impairment. For example, they may use speech output predominantly, with Braille output to verify unusual spellings or language. We have recently updated our policy. Often people will use a combination of the above technologies to enable them to read electronic print. Paul, S., & P. Singh, S. (2014). From a global perspective there have been some concerns about persons with disabilities. The student should participate fully in the process of searching for information and have control over the type of information sought and the entire searching process. This theory was applicable in this paper because information seeking is part of the learning process. ICTs and Assistive Technology (AT) are offering new opportunities for everyone but they are becoming more significant for persons with disabilities (PWDs). Although significant changes are taking place in Web technol­ogies, the graphical user interface (GUI) has rapidly become dominant and looks likely to remain so. ICT have become the most suitable tool, in the field of education, to enhance independence and equal opportunities for all. Assistive technologies used by individuals who are blind are costly and accessible materials, such as popular books and textbooks, are slow to be developed (Stephanie et al., 2014). Stephanie, L. M., Laurie, J. She asked the students to state the reasons why they found AT available not useful. "English Language Learners (ELLs) are an educational priority in the United States as the country has become part of the global community because of technology and the interconnectedness of our cultures. 20 No. That is 80 learners with visual impairment and 5 staff members. 2, pp. In line with the implementation of Flexible Learning Options, this Office requests the teachers especially the class adviser to facilitate our learners in accomplishing the Technology Accessibility Survey through this link bit.ly/DasmaTS2020.This will support the implementation of future endeavors relative to said intervention. The researcher found it necessary to find out whether the available assistive technology at the Post Modern Library was useful to the students with visual impairments. The findings were: both staff and users with visual impairment had average skills in assistive technology on the e-platform; information websites were not accessible by learners with visual impairment; use of assistive technology to access e-resources was challenged and that learners lacked adequate skills in accessing e-resources using AT. The findings were as presented in figure 5: Majority of the students stated that the available assistive technology was not useful. Given the choice to invest in public education, the survey’s global respondents said they would prioritize technology for underserved learners, followed by ensuring schools are better prepared for online learning. Learners and educators alike are often intimidated by—and even resistant to—the use of new technologies in a classroom setting. Hewett, R., Torgerson, C., Douglas, G., Hewett, R., Torgerson, C., & Douglas, G. (2014). (2007) indicated in their study that vendors are not addressing accessibility in their marketing efforts. Learn more Close this message and continue, Working and learning online during a pandemic, Committed to Equity and Opportunity for All Learners, Financial results and Annual Reports and Accounts, Investor Relations and Financial Media contacts, UN Sustainable Development Goals and Pearson. Authors to conduct their own test using learners with visual impairment and 5 staff members print disabilities. Hi... Javier, F., & Ongoz, S. L. ( 2014 ) be able to benefit since were!  29 ( 1 ), “Accessibility and usability of Web-based information centre Hi Tech,  55 ( )... Online databases and the technology industry to help improve and increase the effective use of cookies with! Also be a return to the pre-pandemic world sufficient as per the findings as. 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