technology accessibility survey for learners

According to Brophy & Craven (2014), âDesign for allâ in a information centre environment basically means that information centre information technology (IT) systems and interfaces must be designed in a way that enables them to be read and interacted easily by all users of the information centre, whether they are physically visiting the information centre itself or accessing it remotely and regardless of any disability or access preference they may have. 25 No. We are the worldâs learning company with more than 24,000 employees operating in 70 countries. Technology assets: Among those with a smartphone and a home broadband connection (just over half the population), 82% have done some personal learning activity in the past year. With the library being a key provider of information especially to students with visual impairment, there is need therefore to keenly explore web accessibility and use of assistive technology in accessing these e-resources by learners with visual impairment. Web accessibility can make it easier for people to find a website, access it, and use it successfully, thus resulting in increased audience and increased effectiveness. 2, pp. Covid-19: Education’s Revolution. In addition, this will make them remain irrelevant in the current knowledge society. This is an indication that assistive technology is a useful skill to those that have acquired it and therefore can be specifically very useful in facilitating easy access to electronic information resources. ICT have become the most suitable tool, in the field of education, to enhance independence and equal opportunities for all. We have recently updated our policy. While database and website design is evolving to the benefit of users who have vision, the contradiction is that their enriched features which create greater accessibility to information also creates barriers for learners who rely on screen readers (Dermody, 2011). 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. Doiron, R. (2011), âUsing e-books and e-readers to promote reading in school libraries: lessons from the fieldâ, paper presented at the IFLA Conference, 13-18 August, San Juan, Puerto Rico. Through the findings of this exploration, the library information managers will be better placed in making e-resources more accessible to learners with visual impairment through web accessibility and assistive technology. They should therefore be able to search for information independently. 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. Using a word processor can help students to complete work that is more organized and includes less … doi:10.1353/lib.2007.0029, Brophy, P., & Craven, J. (2009) as cited in (NÃ¡ndez & Borrego, 2014) showed that scholarsâ use of electronic information has increased substantially over time as academic libraries transit from print to electronic collections. Further, the library management should consider taking their staff through support programs on how to serve best, users with special needs with in service trainings being apart. Data collection technique: for the questionnaires, personal administration with on-the-spot-collection method was used. The theory distinguished two types of learning: cognitive (meaningless) and experiential (significant). Please answer the questions below so that we can best meet the needs of our community. 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). Misc., April 30 2020. This could be due to the fact that many of the students lacked knowledge on how to use assistive technology available in the library like screen readers. Such a specification is devoted to describe general learner characteristics, by defining a set of packages that can be used to import data into and extract data from an IMS compliant Learner Informat… The role of libraries in the implementation of the Marrakesh Treaty for persons with a print disability, 1â9. The interface of choice for nearly all digital information centres is the world wide web (www). Construct validity was achieved by ensuring that all the terms used were operationally defined. 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. 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. Power, R. and LeBeau, C. (2009), âHow well do academic information centre web sites address the needs of database users with visual disabilities?â,Â The Reference Librarian,Vol. Rogers, C.R (1983). To describe the successes in using assistive technology on the e-platform, To describe the training offered to learners with visual impairment on access to e-resources. However if the available AT present does not tally with the number of students who are expected to use, then the available AT could be termed not useful as attributed to the stated speculation. Diallo (2014) noted that English has become the dominant language around the world; "the years 1998-99 to 2008-09 saw an increase of 51% in the population in the pre-k-12 enrollment" (p. Specifically 52.8% which constituted more than half of the sampled students indicated that it is not easy to access and use e-resources. 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. doi:10.1353/lib.2007.0029. The poll surveyed more than 7,000 people, ranging in age from 16 to 70. For example, the University of Edinburgh have developed learner-led accredited assessments that … Offered by University of Illinois at Urbana-Champaign. The study also recommends that the library and information providers lays down strategies of ensuring that the use of assistive technology on the e-platform is not challenged. The paper concluded that: students with visual impairments lacked independence in using e-resources due to web inaccessibility, inability to use AT successfully on the e-platform and low literacy levels in e-resources by students. Now in its second year, Pearsonâs Global Learner Survey is the most comprehensive global public opinion survey of its kind. Use of social networks for academic purposesâ¯: a case study. With technology and economic upheaval changing education forever, people are learning to move forward in a vastly changed world. Reliability:Â to ensure reliability, the questionnaires were pre-tested. The independent variable was use of adaptive technology. Online platforms like web pages are sources of information. They will not be able to access electronic resources which would be a rich bank of worldwide information in all fields of study. (2014). However, Research has shown that people with disabilities are most at risk of being excluded from access, and in particular people who are blind or visually impaired and who use assistive technologies such as screen readers (Brophy & Craven, 2014). Merrill Publishing Company. If this situation prevails, learners with visual impairment will continue lagging behind in the moving information world where knowledge is easily generated from the available electronic resources. doi:10.1108/EL-06-2012-0070. The purpose of this research paper was to explore web accessibility and use of assistive technology in accessing e-resources by students with visual impairments (VI). Using a recorder, the researcher herself conducted the interviews. The findings of this paper are aimed at informing policy in the provision of access literacy skills especially on an e-platform. This could be used as a base in the provision of more assistive technology software and facilities in the library since it proved useful to those who knew how to use. That is 80 learners with visual impairment and 5 staff members. Learners with visual impairment also have similar information needs as the other sighted learners. This is an indication that since the library is a key facility in information seeking; the management could consider organizing formal training sessions on assistive technology either at the library or consider recommending such training through a relevant department like that of special education or through the directorate of disability services. Pearson conducted the study during the pandemic with Harris Insights & Analytics, giving learners in seven countries the opportunity to voice their opinions on primary, secondary and higher education; and careers and the future of work. 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. The specific objectives were: To establish the literacy levels of students and staff in adaptive technology (AT), to find out whether the information websites are accessible to learners with visual impairment, to describe the successes in using assistive technology on the e-platform, and to describe the training offered to learners with visual impairment on access to e-resources. doi:10.1108/EL-02-2012-0022. Magnification may be used to explore a page, with speech output to read out more text-rich parts of the page (Brophy & Craven, 2007). The article by Power and LeBeau (2009) supports this and suggests that academic reference information providers can provide learners who use screen readers training sessions on how to navigate information centre databases. The students were asked to rate their abilities on the use of assistive technology and the findings were as presented in figure 3: Out of the total students who had indicated earlier that they had received training on the use of adaptive technology, majority rated themselves as having good assistive technology skills. Technology can provide the means for a blind or partially sighted perÂson to overcome barriers such as the need to read print, use a computer, take notes and communicate both on paper and electronically. 4, pp. In order to achieve the above mentioned objective the research sought to find out whether user education specific to accessing electronic resources was given to users with visual impairment. Dermody, K., & Majekodunmi, N. (2011). How is the training on access to e-resources offered to learners with visual impairments? 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. 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. The main reasons given were those given below: The reasons given still revolve around the point of knowledge of using AT and adequacy of the available AT for use by the users with visual impairment. Web content accessibility guidelines were used as a measurement of accessibility. New Survey: Learners with Disabilities and COVID-19 School Closures. This article written by Areej Ahmed, demonstrates the different perspectives individuals have on the concept of assistive technology. 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 (2014).Â Web Accessibility,Â 55(4), 950â972. Assist, R., & Ongoz, S. (2010). Sample size:Â For the purpose of external validity of this study, the study population formed the sample. This is a reason good enough for the low usage of e-resources by students with visual impairment in the postmodern library. The IMS Global Learning Consortium has developed a specification that attempts to address learners' profiling: the IMS Learner Information Profile (IMS LIP) . 50, pp. In the Landmark survey, 9 percent of offices reported budget decreases, 17 percent reported staff reductions and 19 percent reported that their budgets were inadequate to meet needs, regardless of whether budgets were cut. Horwath (2002) surveyed users who were blind or visually impaired on the usability of four databases and found that the design had the greatest impact on the accessibility of the databases. B., & Maatta, S. L. (2014). Research Design:Â The study adopted a descriptive survey research design. While screen readers enable learners to navigate their on-line environment, they are limited on how they can interpret a busy website. To find out whether the information websites are accessible to learners with visual impairment. The graphic display may pose several challenges hence the need to explore how users with visual impairment view them as they search the web. After analysis, tables and graphs were used to present quantitative data while qualitative data was presented in textual mode. First, access to the internet using contemporary technology may present barriers, thus excluding them from fully contributing in society. 2, pp. However, if the technologies fail to match the needs of end-users, they can turn into a new barrier for PWDs. âLearners are resilient, so they are learning and moving forward in new ways to seize that opportunity, no matter what the future holds.â. This can be extended to “when on the internet, use Chrome® as it won’t work on Internet Explorer®”. In recent years, the information superhighway, the Internet, has become a global gateway for information dissemination with the ability to share worldwide collections of information (Ekwelem, 2013). The study adopted the descriptive survey design. Various studies indicate that learners with disabilities experience unique challenges when accessing information centre resources (Byerley and Chambers, 2002; Coonin, 2002). Doiron (2011) as cited in (Chaudhry, 2014) pointed out that reading materials in new electronic format is opening up new opportunities to bring reading to more people and suggested that schools and libraries should take advantage of this situation to promote reading. This can be through offering access skills, AT skills and creating accessible websites. The findings obtained were as presented in figure 2: The findings revealed that more than half of the students had received either formal or non formal training on the use of assistive technology. The study recommends that the library should design a AT training program for learners with visual impairments as well as conducting regular and one on one training sessions. 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. Saumure and Given (2004) indicated that learners with visual disabilities rely on information providers to retrieve and locate materials in the information centre. A strong interest in attaining digital skills to thrive through and beyond the pandemic. We believe that wherever learning flourishes so do people. Along with example of the different forms of assistive technology there is a clear separation of the ideologies… This could be attributed to the studentsâ background from the primary, secondary level or the parentsâ ability to facilitate the training for the students in assistive technology before joining university. These are all too common these days, however this could affect the way an adult learner can access learning tools. It could also be due to the consideration of high staff knowledge on other library operations during staff recruitment without keen interest on the staff knowledge on assistive technology for the staff serving at the section of users with special needs. On web accessibility, the paper concluded that the websites were not accessible by learners with visual impairment. Nandez & Borrego in their 2014 study noted that the adoption of electronic information in academic setting has been extremely successful. NÃ¡ndez, G., & Borrego, A. The task of this research paper was therefore to explore web accessibility and use of assistive technology in accessing e-resources by learners with visual impairment. KEYBOARDING INSTRUCTION AT THE TORONTO DISTRICT SCHOOL BOARD PILOT STUDY 2016-17: RECOMMENDATIONS FOR POLICY AND PRACTICE: This report describes the results from the evaluation of the keyboarding pilot program in 2016-17.The purpose of the evaluation was to inform decisions regarding the integration of … Therefore the library management should ensure that training offered to users with visual impairment be provided by a staff with adequate skills in both assistive technology and access to electronic resources. 13, Issue 2, pp. This is also supported by a study carried out in Canada by Dermody & Majekodunmi (2011) who stated that there is no doubt that technology has opened the door for students with disabilities. The study determined that although most vendors test their products for accessibility, only a few conducted usability tests with persons with disabilities using assistive technology. doi:10.1108/EL-03-2012-0031. 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). A more recent study by Byerley, Chambers and Thohira, (2007) examined the accessibility of online databases from the database vendorsâ perspectives. They noted that from screen readers to augmentative communication programs, persons with disabilities can attend classes, participate in discussions, and read and write assignments independently. This could also be attributed to peer teaching on assistive technology by those who already have the skills. Information providers should only facilitate this process by ensuring that the right equipments are provided to them; assistive technology and skills on the use of assistive technology; as well as information retrieval skills. To the learner, placed in a classroom where they’re learning new concepts, sitting in tests and evaluations, and having to navigate a new social environment, the addition of technology can often feel more like a burden […] 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. The technology survey is an in-depth survey that is conducted amongst an educational institutions faculty to gauge their level of use of technology and their perceived benefit about the use or non-use of technology. The findings of this study are not different from a study conducted earlier. Brophy, P., & Craven, J. After analysis; tables, graphs and charts were used to present quantitative data while qualitative data was presented in textual mode. A significant number indicated that the available assistive technology was useful. 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. Learners know there is no going back to the pre-pandemic world. This is a good indicator to the library management that it is possible for the library users who have visual challenges to use electronic resources and that those who are not able to use them can be facilitated and supported once their challenges of access are known. How to use technology to provide stretch and challenge for all learners Objective. Research related to technology and innovation in education. Keywords:Â web accessibility, assistive technology (AT), e-resources, visual impairment. On e-resource user education, the study concluded that there were very low literacy levels to learners with visual impairments owing mainly to lack of awareness and the low skill levels in using assistive technology for both the training staff and the students being trained. and Chambers, M.B. The process of seeking information generates knowledge by providing access to the bank of knowledge found in information resources which includes electronic resources. 20 No. The Open University for example, often supplemented books with radio and television programmes or video/audio tapes. This was done through expert judgment technique. However, the area of accessibility to the digital information centre by the special group of users with visual impairment has not been touched on through research. Online databases and the research experience for university students with print disabilities.Â Library Hi Tech,Â 29(1), 149â160. 169-78. By doing this, the external threats to electronic information access are minimized. Developments in technology have transformed both face-to-face and online learning. The findings were as presented in figure 4: From the findings, there was a strong response from the students that assistive technology was not adequate to cater for their needs in accessing e-resources. The findings were as presented in table 1: The findings showed that the staffs serving users with visual impairment were rated âaverageâ in skills on assistive technology. Video magÂnifiers and electronic readers, Optical Character Recognition software, magnification software, speech output systems and electronic Braille deÂvices all have a part to play in a solution for a particular individual. On the basis of the cited research results, this study sought to find out the situation at Kenyatta University Post Modern Information centre, in availability of assistive technology and its use. Today, we can say that almost everything is having âelectronicâ prefix and the way to access information has changed substantially because of the many factors like fast advancements in computer technology and internet which is getting more and more widespread every day. doi:10.1108/07378831111116976. In addition, it would be an eye opener for future researchers in the area of assistive technology and web accessibility for learners with visual impairment. 10THÂ ed. In a study carried out by Dermody (2011) the students were forced to abandon articles because of technological barriers and this limited the amount of resources they could use to write their assignments. 20 No. research instrument adequately covered the area being studied. The study was carried out at Kenyatta University-Post Modern Library, and the population comprised of 80 learners and 5 staff members. 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. They understand that the future of work and learning is now a dynamic mix of online and in-person experiences,â said John Fallon, chief executive of Pearson. To support the effectiveness of assistive technology, a survey of people with disabilities was conducted by The National Council on Disability (Berry & Ignash, 2003). There were 80 learners with visual impairment and 5 staff members serving them. Coonin, B. Learners who rely on screen readers experience barriers accessing information due to their rich graphical interfaces and complex web designs of proprietary online databases. Learners and educators alike are often intimidated by—and even resistant to—the use of new technologies in a classroom setting. Peer-reviewed paper Accessibility of Apple iPad for partially sighted usersâ¯: pilot study. Ekwelem, V. O. Digitization initiatives and special information centres in India.Â The Electronic Information centre,Â 32(2), 221â238. Information managers therefore have a task of ensuring that all the categories of information users are not limited in any way by the technology. 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. This 2007 study from the vendorâs perspective influenced the authors to conduct their own test using learners with print disabilities. The UN Convention on the rights of persons with disabilities, article 21 asserts that âState Parties shall take all appropriate measures to ensure that persons with disabilities can exercise the right to freedom of expression and opinion, including the freedom to seek, receive and impart information and ideas on an equal basis with others and through all forms of communication of their choice ...â (Javier & Calvo, 2014). The survey shows learners believe itâs unlikely there will be a return to the pre-COVID world of entirely full-time in-person work and learning. The 2007 study by Byerley et al., indicated that only five of the 12 vendors (EBSCO, Elsevier, JSTOR, LexisNexis, ProQuest) surveyed conducted usability testing with people who have visual disabilities. LONDON, Aug. 10, 2020 â Pearson, the world's learning company, today said more than three out of every four learners globally say the COVID-19 pandemic has fundamentally changed education as we know it. Kenyatta University was purposively selected since it had the largest population of students with visual impairment. With this background, the researcher sought to find out the rating of staff skills in AT. According to Dermody, database vendors are aware of the barriers their databases pose to learners who rely on screen readers. The use of the internet is becoming an essential part of day-to-day living. (2007). and Thohira, M. (2007), âAccessibility of web-based information centre databases: the vendorsâ perspectives in 2007â,Â Information centre Hi Tech,Â Vol. 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. They found that vendors rated their products as mostly accessible. They found again that design elements in both databases compromised the accessibility of the databases (Dermody, 2011). Wednesday, 20th May 2020. Questionnaires with both open and closed ended questions were used to collect data from the learners while structured interviews were conducted for the staff. Considering âgoodâ as the bench mark, the staff skills in AT was not sufficient as per the findings. When using assistive technology that is adapted to the abilities of everyone, disabled end-users are able to participate in all aspects of social life on more equal terms than ever before. Â Byerley and Chambers (2002) tested the accessibility of specific electronic databases with screen reading software and found they were not user-friendly. Web Accessibility.Â Library Trends,Â 55(4), 950â972. 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 âit is easy to access and use e-resourcesâ. Byerley, S.L. 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