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Certiport | IC³ - 1 views

www.certiport.com/...desktopdefault.aspx Digital Literacy education teaching
shared by Anthony Beal on 03 Dec 11 - No Cached
  • Anthony Beal on 03 Dec 11
     
    IC³ Gives You a Clear Advantage. If you're focusing on a future in computers, or any field that requires the use of computers, one certification can set you apart from the crowd. The Internet and Computing Core Certification (IC³®) provides students and job-seekers with the foundation of knowledge they need to succeed in environments that require the use of computers and the Internet. The Global Standard 3 is an internationally recognized standard for digital literacy and reflects the most relevant skills needed in today's academic and business environments.
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Ian Livingstone: Computer science is an essential part of our children's education - Co... - 0 views

www.independent.co.uk/...ildrens-education-6268915.html Digital Literacy research science education
shared by Anthony Beal on 30 Nov 11 - No Cached
  • Anthony Beal on 30 Nov 11
     
    "Our children are surrounded by computers at school and at home. They run their social lives through mobile devices, immerse themselves in video games and get a top-up dose of ICT in the National Curriculum."
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Digital literacy campaign - we need your help | Education | guardian.co.uk - 0 views

www.guardian.co.uk/...acy-campaign-we-need-your-help Digital Literacy guardian schools universities campaign education literacy
shared by Anthony Beal on 09 Jan 12 - No Cached
  • Anthony Beal on 09 Jan 12
     
    Today the Guardian will launch a campaign to improve IT and computer science teaching in schools and universities - and we want input from as many teachers, lecturers, pupils, parents and developers as possible
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JISC Funds Digital Visitors & Residents, Phase 3 [OCLC] - 0 views

www.oclc.org/...2012-06-12.htm digital literacy oclc digital visitors research
shared by Anthony Beal on 14 Jun 12 - No Cached
  • Anthony Beal on 14 Jun 12
     
    UBLIN, Ohio, USA, 12 June 2012-JISC, the UK's expert on information and digital technologies for education and research, has agreed to continue funding a third phase of "Visitors and Residents: What Motivates Engagement with the Digital Information Environment?" a UK-US partnership between the University of Oxford and OCLC Online Computer Library Center, Inc., in collaboration with the University of North Carolina, Charlotte. The project is led by David S. White (U. Oxford-TALL), and Lynn Silipigni Connaway, Ph.D. (OCLC Research).
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Seale Chapter 3: Printable version - 0 views

learn.open.ac.uk/...view.php H810 Digital Literacy Digital Inclusion
shared by Deborah Judah on 10 Sep 11 - No Cached
  • Examples of ATs that can be used to meet the needs of students with hearing disabilities include digital audio recording of lectures (that may be streamed online) and captioning and subtitles to ensure that information provided in audio format is also provided in a visual medium (Wald 2002). Examples of assistive technologies that can meet the needs of students with visual impairments include screen magnification software and speech output systems consisting of a speech synthesizer and screen reading software (Neumann 2002). Draffan (2002) outlines AT for dyslexic students including speech output systems (text being read back through synthesized speech); spell-checkers and speech recognition software. Henderson (2002) describes the kinds of AT that students with physical disabilities may use including alternative input devices such as switches, head mice or voice and keyboard emulators.
  • e-learning can be employed in face-to-face campus settings or at a distance as learners connect from home, work or other public spaces
  • E-learning
  • ...14 more annotations...
  • reduce issues of distance,
  • electronic text, unlike printed text, can be read by individuals who are blind, vision impaired, dyslexic and by individuals who cannot hold a book or turn pages (Gay and Harrison 2001).
  • physical access.
  • development of AudioMath, an AT designed to enable visually impaired people to access mathematical expressions contained in online documents. AudioMath can be connected to a text-to-speech engine, providing speech rendering of MathML (coded mathematical expressions of the World Wide web Consortium (W3Q).
  • Dixon (2004) describes the development of a ‘Code Memory Diagram Animation Software Tool’ designed to aid dyslexic computer programming students by expressing the temporal aspects of programming concepts.
  • Colwell et al. (2002) describe the development of a remote experimentation system (the PEARL system), which can extend access to laboratory work for students who are unable to attend a conventional laboratory for a variety of reasons, such as disability,
  • However, technology disables when it is developed without considering accessibility because it marginalizes segments of the population
  • With the evolution of the World Wide web into a complex and glamorous multimedia entity, designers, who are often ignorant of principles of accessible design, are likely to create access barriers that are unsurmountable … and that leave people with print disabilities stranded.
  • However, for students with disabilities, even if they do have access to computers and the Internet, they may not necessarily have access to accessible e-learning opportunities. These students therefore are still ‘have-nots’ and may experience what Burgstahler (2002a) describes as the ‘second digital divide’.
  • This second digital divide is a result of the inaccessible design of many electronic resources.
  • Rowland (2000) argues that if the web developer made simple accommodations to the site, the student would be able to hear what others see.
  • Web pages divided [page 27] into segments or frames can confuse software programs that translate text to voice. Graphics that have not been labelled with text will be read only as ‘image’ by the software reading the text on the screen and will deprive students of valuable content. Whilst web pages with a long list of hyperlinks crowded together can confuse a student with visual, cognitive, or motor disabilities. In essence, the second digital divide is caused by poor inaccessible design:
  • Yes, the newer screen reader software can recognize some standard graphics and connect words to them. If software designers would put text labels with their graphics, access would be simplified.
  • If the staff in higher education do not design, develop and support accessible e-learning materials, then the gap between disabled and non-disabled students will widen and technology will outstrip its usefulness as a tool that can facilitate access to learning, curricula, independence and empowerment.
  • Deborah Judah on 10 Sep 11
     
    This is a chapter I have read for my master module. I have highlighed some interesting stuff around making elearning accessible.
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SocialTech: Computer Science is not Digital Literacy - 2 views

fraser.typepad.com/...e-is-not-digital-literacy.html Digital Literacy schools programming
shared by Anthony Beal on 12 Jan 12 - No Cached
  • Anthony Beal on 12 Jan 12
     
    Blog post by Josie Fraser, good round up of what digital literacy is. "Not being able to code doesn't make you digitally illiterate. Not being able to participate in  social, economic, cultural and political life because you lack the confidence, skills and opportunity to do so is what makes you digitally illiterate."
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Resurrect computer science - but don't kill off ICT | Higher Education Network | Guardi... - 0 views

www.guardian.co.uk/...digital-literacy-in-school Digital Literacy education guardian science ict
shared by Anthony Beal on 25 Jan 12 - No Cached
  • Anthony Beal on 25 Jan 12
     
    Doug Belshaw -  JISC infoNet Guardian Professional, Tuesday 24 January 2012 16.41 GMT
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