Accessibility

1. As an educator and administrator, it is important to think of technology integration for all students including students with visual, hearing, motor and cognitive impairments. For example, if teachers are integrating web 2.0 tools into a unit of study, they also need to ask the question, "Will the students with disabilities in my classroom have equal access to the tools and the learning outcomes? Will the videos and live audio have captions and a transcript?

It is possible to utilize and modify the technology within the district to assist students with accessibility. If a student is in need of educational technology assistive communication tools, it is written into students' individual education plans. By law, students' IEPs must be honored. Currently the definition is general that even a pencil grip can be considered an assistive technology. Other examples involve text-to-speech software compatible with digital textbooks, PDF documents, websites and other types of digital reading materials that provide reading comprehension strategies so students can master grade level reading indicators. Co:Writer, a program that helps struggling writers expand their vocabulary and Draft: Builder, a visual mapping program that assist students in outlining and organizing their ideas.

District web sites should be made more accessible so students with disabilities have access to the information. For example, districts need to make sure their websites can access "screen readers" so these readers can also read the graphics to individuals who are visually impaired.

2. The article "Introduction to Web Accessibility" and the student videos are reminders of the importance of ensuring equal access to all of our students as we move into the 21st century. After reading the article and listening to students' frustrations and experiences with technology and learning, I've gained a deeper appreciation of web accessibility. We are blocking their access to the world! One student shared it is important he be independent. It gives him a sense of pride. However, the lack of access requires him to be dependent on others. Jonathan, a hearing impaired student, is left to put the puzzle pieces together and make guesses on what he is to learn, because he can't hear the audio components embedded within a website. He felt that including captions with voice and video would minimize the guess work.

The impact on me as an administrator...

"The Internet has the potential to revolutionize disability access to information, but if we are not careful, we can place obstacles along the way that destroy that potential and which leave people with disabilities just as discouraged and dependent upon others as before" (webaim, 2009).
Although students in our district are provided with the communication tools they need to access learning because it is written in their individual education plans, we have gaps that need to addressed to ensure comprehensive compliance with web accessibility implementation.

Why should our district have a plan for web accessibility?

*It is the right thing to do so everyone has equal access to 21st century learning skills.
*It is compatible with the new emerging technologies.
*It is the law (e.g., ADA, IDEA, Rehabilitation Act of 1973 - Sections 504 and Section 508).

It is evident that the administrators and webmasters will need to develop awareness, leadership, and policies/procedures to ensure high accessibility for students with disabilities.



accessibility information

Social Networking

1. The increased use of social networking can be attributed to the need for individuals to join virtual communities that bring people and organizations together around particular interests or goals. "People in the 21st century live in a technology and media-driven environment, marked by access to an abundance of information, rapid changes in technology tools and the ability to collaborate and make individual contributions on an unprecedented scale" (Partnership for 21st Century Skills, 2007). Today's life and work environments require far more social and cross-cultural skills. Social networking replaces face-to-face socializing experiences. Users of social networks are intrigued by the creative aspects associated with networking sites. According to Nielsen/Net Ratings (2006), "the social networking sites that are seeing strong growth have developed a unique online presence that is continually refreshed by user generated content."
2. According to Julia Lindsay (2009) students are motivated and excited about learning. She shares social networking supports "21st century learning." Julia shares that social networking has revolutionized her entire style of teaching and the way she interacts with her students in the classroom. However, she highlights dangers associated with social networking such as requiring students to participate in "non-focused, time-wasting activities" that lack relevance and authenticity. In addition, she believes teachers must continue to educate students about how to use these social networking sites wisely -- a 21st century learning skill. Blocking sites from our school networks is not the solution! Although danger does exist with networking online, it also exists with networking out in the real world. Students must be taught by educators and parents to be aware of their surroundings both in the real and virtual world so they make wise decisions should they encounter dangerous situations.
3. I would encourage social networking at the district and classroom level within the context of problem-based and inquiry learning. Integrating social networking would allow students, teachers and administrators to experience the development of "personal learning environments"--fascinating concept! In her blog, Julia sites her interest with ELGG, social network software for education, designed to provide users with their own weblog, podcasting capabilities, online profile, RSS reader."