Adaptive and Assistive Technologies - Research Paper Example

?   Adaptive and Assistive Technologies           Adaptive and Assistive Technologies Introduction Technology can help level the playing domain for different types of learners. Assistive and adaptive technologies as well as modifications can enable and empower learners with diverse backgrounds and disabilities. Technologies such as software and hardware can promote computer access for individuals with disabilities and diverse backgrounds. Assistive and adaptive technology resolutions may comprise readily available, undemanding modifications, for example, a specified blend of hardware and software such as those required for Braille or voice output, or utilizing built-in access appliances on regular computers. In addition, developments in technology give novel alternatives for people with disabilities and diverse backgrounds to take part in and complete assignments. Assistive and adaptive technologies also assist several learners to connect with others, access information, and share in manners that may not be possible without them. It is significant for all instructors to utilize assistive and adaptive technologies that permit all learners to reach their capabilities (Beukelman & Mirenda, 2005). This paper will look at a research that is focused on improving cognitive functioning and memory in adult learners. Question A The instructional setting is online course delivery. The research concentrates on enhancing cognitive functioning and memory in adult learners. The target population for this instructional unit is made up of returning students that are over the age of 24, who have a gap in their education between secondary and postsecondary enrollment. These individuals are seeking to enhance their abilities to foster their all round performance within a learning environment. Students participating in the instructional unit can read and write and have a general education level background at the post-secondary level. In addition, all individuals must be currently enrolled in an online learning environment. Also, individuals should have basic level technological skills including the ability to utilize the Internet. Individuals must also have the capacity to identify numbers and basic images that are effortlessly recognizable by the student population when displayed on a computer screen. No additional knowledge or skills are required to successfully accomplish the instructional unit. Question B IPhone and Mp3 players The Iphone and Mp3 players are significant tools for learners with different categories of disabilities. There are a number of applications that can be downloaded or installed into the Iphone which learners can have at all times. These devices may be utilized by learners at their desks. These can be of significance to learners who want to correspond with others. An Mp3 player is also convenient for these learners (Beukelman & Mirenda, 2005). An instructor can record instructions and books on Mp3 players so that learners can access them through their devices. ScreenCast A screencast is an essential tool for the learners who are attempting to augment their abilities to foster their all round performance within the learning environment. The screencast enables the instructors record a session, just like a real event, but may make it available prior to and after the class (Beukelman & Mirenda, 2005). In terms of usefulness for the learners with different categories of disabilities, a screencast may act as replacement for the instructor and provide high quality resources for the learners. Closed-Captioned TVs Closed-captioned televisions may help learners with different categories of disabilities communicate with instructors through video conferencing. Videos permit instructors communicate with distance learning learners and provide a physical presence. Instructors and learners with different categories of disabilities may employ video conferencing for interaction between and among themselves (Beukelman & Mirenda, 2005). Question C PebblePad Advanced learners may utilize the electronic portfolio system, PebblePad, in their activity groupings to preserve interactions with the instructors and fellow learners. This electronic portfolio system permits advanced learners to secure their experiences and thoughts immediately and also has avenues for interaction with fellow learners and instructors about practical concerns they encounter on placement (Cummins & Sayers, 1997). Video Video allows the instructor to directly communicate with learners. It is unproblematic for advanced learners to understand concepts that are taught via video. Video may also help enhance memory and cognitive functioning in these advanced adult learners (Cummins & Sayers, 1997). This may also help the advanced learners interact with one another extra easily. Internet The internet gives prolific basis for online learning situations. The internet may be employed to incorporate the course with information technology and establish additional order learning openings for advanced learners. The internet enables advanced learners relate to content, face existing issues and find solutions (Cummins & Sayers, 1997). Question D IPod Ipods may be convenient devices for developing memory and cognitive functioning for the adult bilingual learners. Ipods contain an application that allows learners to learn in a different language from the one being used (Eskenazi, 2009). The pause button allows the learners to understand statements and concepts taught in a different language at their own pace. Web Page A classroom web site may be an efficient technique to pass information in a middle area. Bilingual learners may effortlessly gain access to updated materials. In addition, a program web page may act as a portal for additional devices employed in the online course delivery (Eskenazi, 2009). Online Discussion An online message board provides an avenue for bilingual learners to interact with one another and with the instructor. In addition, it may allow bilingual learners share ideas, respond to comments, and confer program contents online (Eskenazi, 2009). Question E There are several factors that are necessary when selecting technology resources that empower learners with diverse backgrounds in enhancing their cognitive functioning and memory. First, the resources should enable learners realize the course. Second, the technology resources should enhance access to instructional opportunities for learners with diverse backgrounds. Finally, the technology resources must meet the diverse background learners’ needs despite where they are found and accomplish national educational objectives with minimal expenses than conventional education (Cummins & Sayers, 1997). Question F Technology resources that empower learners with diverse backgrounds have the capability for enhancing their participation in classroom duties, promoting student independence, and consequently developing academic reputation for these students. Also, these technology resources give learners with diverse backgrounds the opportunity to have the same access to the online course delivery. These technology resources may assist instructors meet learners’ diverse needs, by acting as a means for depicting information in extra layouts, for review or enrichment. Finally, they can permit learners build on their potency and pursue their pursuits (Cummins & Sayers, 1997). References Beukelman, D. R., & Mirenda, P. (2005). Augmentative & alternative communication: Supporting children & adults with complex communication needs (3rd ed.). New York: Paul H. Brookes Publishing Company. Cummins, J., & Sayers, D. (1997). Brave new schools: Challenging cultural illiteracy through global learning networks. New York: St. Martin's Press. Eskenazi, M. (2009). An overview of spoken language technology for education. Speech Communication, 51(1), 832-844. Read More