Group items tagged

"This Checklist should serve as a tool for evaluating the extent to which software applications are accessible to most people with disabilities. This document is based on the U.S. Department of Education's "Requirements for Accessible Software Design," including the technical guidance that appears as Appendix A to the "Requirements.""

The ICT4LT website is a collection of training modules in Information and Communications Technology (ICT) for Language Teachers, the outcome of a Socrates project funded in 1999-2000 by the European Commission. Includes online training modules and a "Can-Do" checklist for teachers.

Checklist of Level 1 (Basic Technology Equipment Operations and Concepts) and Level 2 (Technology Resources and Tools for Information Literacy) technology competencies that teachers should have. From "Intime: integrating new technologies into the methods of education".

As digital methodologies, tools, and skills become central to work in the humanities, questions regarding fundamentals, project outcomes, assessment, and design have grown in importance. So the Short Guide sets out to provide a set of checklists and guidelines in concise and shareable form.

PICS Videoguidelines: The following guidelines should stimulate your work with video in language teaching. We have chosen a list-like format that should encourage teachers to scan quickly through the pages to find the argument or technique that best fits their immediate needs. We hope it goes without further saying that these guidelines are not meant to be prescriptive, but provocative; they are ideas, suggestions, perspectives, fragments of a larger universe of possibilities. Please feel free to copy and distribute these suggestions. # Part A: Twelve Topics on Video in Language Learning addresses some of the most frequently heard questions about work with video. # Part B: Dimensions of Interactivity provides a rationale and a chart to guide a teacher's approach to any video segment. # Part C: An Activities Inventory offers an extensive checklist of specific activities for working with video. # Part D: Readings makes a few suggestions for further exploration of this topic.

Explains the standards for web pages from Section 508 of the Rehabilitation Act, in clear chart format that shows what a webpage needs to include in order to pass, and examples of what a webpage that fails would include.

"Despite the ability of Flash to create highly accessible content, there are some major issues you must be aware of regarding Flash and accessibility. These include using plenty of contrast, consistent navigation, understandable language, etc. Here are some specific strategies to make Flash accessible to different disability types."

Full list of Electronic and Information Technology Accessibility Standards: "The purpose of this part is to implement section 508 of the Rehabilitation Act of 1973, as amended (29 U.S.C. 794d). Section 508 requires that when Federal agencies develop, procure, maintain, or use electronic and information technology, Federal employees with disabilities have access to and use of information and data that is comparable to the access and use by Federal employees who are not individuals with disabilities, unless an undue burden would be imposed on the agency. Section 508 also requires that individuals with disabilities, who are members of the public seeking information or services from a Federal agency, have access to and use of information and data that is comparable to that provided to the public who are not individuals with disabilities, unless an undue burden would be imposed on the agency."