In today’s rapidly evolving world, new technologies are constantly reshaping the educational landscape. The rate at which these innovations become available plays a significant role in shaping the educational sector. However, it’s essential to consider how these emerging technologies can both positively and negatively impact accessibility, as they can inadvertently contribute to the digital divide.
Social Networking
Social networks are more than just groups of people; they are communities centered around shared interests or objectives. As Engeström highlights, social networks are formed by individuals connected through a common purpose. Educational opportunities on social networks are abundant, offering diverse examples of learning experiences.
Positive Impacts on Accessibility: One advantage is that social networks can provide accessible channels of communication, especially for users with mobility disabilities, as noted by Ruh (2011).
Negative Impacts on Accessibility: However, these platforms can also present challenges. Some users may find it difficult to set up an account without sighted assistance, and the use of CAPTCHAs can be a barrier. The cluttered web space and the presence of online ads, forms, and user-generated content without alternative text can make navigation problematic. Additionally, many social networking sites use inaccessible multimedia players.
Augmented Reality
Augmented reality (AR) offers users a blend of the real world and virtual information, creating an enriched user experience. AR is being increasingly integrated into both business and educational settings.
Positive Impacts on Accessibility: AR can significantly enhance interactions with computers for students with mobility impairments. It can also provide a means of improving the learning experience for individuals with conditions like autism. Moreover, it can aid blind and deaf users by adding information to their perception.
Negative Impacts on Accessibility: AR applications might require specific hardware or devices, which not all users have access to. In some cases, AR experiences may be overly complex or sensory-rich, posing challenges for individuals with certain cognitive or sensory disabilities.
Ereaders
Electronic readers (e-readers) are devices designed for reading digital content such as e-books, newspapers, and documents. They offer several advantages for learners.
Positive Impacts on Accessibility: Ereaders allow for flexibility in reading settings and customization options, like adjusting font sizes. They can benefit students with mobility disabilities by being attachable to wheelchair frames and have extended battery life. Some models even offer text-to-speech features for visually disabled students.
Negative Impacts on Accessibility: However, e-readers can be cost-prohibitive. They require Wi-Fi for downloading materials, which may not always be available, and not all e-readers offer text-to-speech capabilities. Some devices may also lack menu-reading features.
Virtual Learning Environments (VLEs)
VLEs are crucial tools in modern education. For in-depth information on how to make them accessible, check these resources: 1, 2, 3.
Positive Impacts on Accessibility: VLEs can make learning more flexible, allowing students to access educational resources from home or school. They often allow for customization, such as adjusting font sizes and color schemes. VLEs can provide a more organized and easily navigable learning experience for students.
Negative Impacts on Accessibility: The adoption of VLEs may require training for both teachers and students, creating a learning curve. The digital divide can become more pronounced if students lack access to necessary devices and internet connections. Some VLE platforms might not be fully accessible, creating barriers for students with disabilities.
In conclusion, while emerging technologies offer incredible opportunities in education, it’s vital to consider their impact on accessibility. Proper planning and design can ensure that these technologies don’t exacerbate the digital divide, but rather help bridge it, making education accessible to all.
References
AFB (2011) Are Social Networking Sites Accessible to People with Vision Loss? available from: http://www.afb.org/Section.asp?SectionID=57&TopicID=167&DocumentID=3153 (accessed 16 December 2011).
Discapnet (2010) Accessibility of Social Networking Services available from http://g3ict.com/download/p/fileId_868/productId_186 (accessed 17 December 2011).
Engestrom http://www.zengestrom.com/blog/2005/04/why-some-social-network-services-work-and-others-dont-or-the-case-for-object-centered-sociality.html (accessed 15 December 2011).
Friedlander (2011) Five Questions to Ask Before You Buy a Dedicated eReader available from: http://assistivetek.blogspot.com/2011/11/five-questions-to-ask-before-you-buy.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+blogspot%2FgVvh+%28EdTech%29 (accessed 15 December 2011).
Gonzalez‐Rodriguez M., and Mantilla, F. (na) Augmented Accessibility: towards an Augmented Reality
environment accessible to disabled users available from: http://www.w3.org/2010/06/w3car/are_accessible_to_disabled_users.pdf (accessed 17 December 2011).
Ruh, D. (2011) Social Media and Accessibility available from: http://g3ict.org/resource_center/newsletter/news/p/id_274 (accessed 17 December 2011).
Tech Target (2008) e-reader (electronic reader) http://whatis.techtarget.com/definition/e-reader.html (accessed 15 December 2011).
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