Accessibility Features in Windows 7

Accessibility features of various operating systems provide individuals with various disabilities the opportunity to still have access to the same technology that others without the same disabilities have.  Accessibility features can be considered to be a type of assistive technology, which Roblyer and Doering (2013) define as, “extending the abilities of an individual in ways that provide physical access and sensory access (p. 400).”  Many laws, such as the Technology-Related Assistance Act for Individuals with Disabilities, and the Individuals with Disabilities Education Act require that some form of assistive technology be made available to those having disabilities that require their use.

Microsoft has made many accessibility features available through their Windows 7 operating system.  The accessibility features provide assistance to people who have a variety of disabilities.  The following information provides an overview of the accessibility features that Windows 7 supports.

To access the accessibility features of Windows 7, one must open the Ease of Access Center located within the Control Panel.  I was surprised to discover when I opened this on my own computer that the default function of the Ease of Access Center was to instantly begin audio that highlights some of the main accessibility features Windows 7 has.  The four main functions that were spoken upon opening were for the Magnifier, Narrator, On-Screen Keyboard, and High-Contrast.  This is what I decided to explore first.

The Magnifier did exactly what one would assume it would, it magnified the screen so that everything appeared larger.  I had some difficulty figuring out how to maneuver through the enlarged print, but it was a very minor difficulty that was overcome in less than a minute.  On the screen, a large magnifying glass allows the user to click on it to adjust the magnification settings.  The magnifying lens also allows a user to magnify a certain area as needed.  As you can see from the screenshot image, only about one-fourth of the screen is visible at the default magnification.  The information on the screen This would be a useful tool for those who have visual impairments that require larger print to be able to see materials accurately.

The On-Screen Keyboard allows a user to type without actually using the physical keyboard.  A keyboard appears on the screen and allows a user to type using the mouse attached to their computer, by hovering over the keys, by scanning, or in cases where touch-technology is available, users may type by actually touching the screen.  The On-Screen Keyboard also has the ability to complete words that you are typing, which increases the speed with which one can use the tool. I found it interesting as I was exploring the tool that when the On-Screen Keyboard is launched, but the user is using the physical keyboard, certain keystrokes were highlighted on the On-Screen Keyboard as well.  Not all of the keys, but the majority of the command keys were.  This can be seen in the screenshot image of the On-Screen Keyboard.  The On-Screen Keyboard is a tool that is useful for those who have limited use of their hands, or other disabilities limiting their use of the physical keyboard.  If a user is unable to use the keyboard or mouse due to their physical disability, Windows 7 also has a Speech Recognition accessibility feature that allows users to prompt certain commands by using a microphone and their voice.

The Narrator function of Windows 7 provides audio narration of the processes a user is completing on the computer, as well as reads menu items to the user as they are selected or scrolled over.  It can also provide audio notifications for certain error messages that appear on the computer screen.  The Narrator is a tool useful for assisting the visually impaired in using a computer.  In the same way that Narrator helps those who are visually impaired to hear notifications, Windows 7 also has a feature that allows those who are hearing impaired to receive a visual cue for audio notifications on their screen.

The final of the four main accessibility features that I was drawn to by the surprise audio upon entering the Ease of Access Center was the High-Contrast setting.  The settings for high-contrast allow a user to change the appearance of the display by providing different colors for the different aspects of the screen.  This creates a higher or lower level of contrast based on the selection chosen.  This accessibility feature is useful to users who may have visual impairments, such as color-blindness.  An example of one of the high-contrast settings can be seen in the image.

These are the main accessibility features I was able to easily explore on my Windows 7 computer.  The features all provide those with a auditory or visual impairments the ability to still utilize the computer in the same manner as those without the disability.

References:

Microsoft. (n.d.). Accessibility.  Retrieved from: http://windows.microsoft.com/en-us/windows7/products/features/accessibility

Roblyer, M.D. & Doerling, A.H. (2013). Integrating educational technology into teaching (6th ed.). Upper Saddle River, NJ: Pearson.

Obstacles and Solutions for Integrating Technology into English Language Arts

Technology has many benefits in the educational setting and content areas specifically.  However, in spite of the many benefits technology brings to the classroom environment, there are also some challenges that are posed by its presence as well.  The English Language Arts content area is not excluded from this truth.  While technology certainly increases the number of resources available to students for research or production of writing, there are also additional issues that must be addressed.

Effective teaching requires that teachers have a strong understanding of their content area.  Technology is constantly changing the environment in which students learn to read and write.  Because of this, it is increasingly difficult for teachers to remain on top of the newest trends and practices in the area of language arts.  At the same time, none of the expectations placed upon students for proficiency in this area have been lifted, but technological advances have added to the expectations.  Roblyer and Doering (2013) state that “digital literacies have added a new dimension and an array of required skills.  Teachers must now think in terms of visual and graphic literacy, as well as reading and writing literacy (p. 281).”

Technology has provided students with an even greater pool of valuable resources to work with when researching topics for writing assignments.  While many of the resources are authentic and credible, many of the sites and much of the content posted on the Internet, are not.  Students must be taught to be critical researchers and learn to identify sources that are credible.  Dana Lynn Driscoll and Allen Brizee, contributors to the Purdue OWL, even go so far as to state the ability to authenticate sources is an important life skills that students must develop (n.d.).

For younger students, integrating technology into language arts can pose more technical issues than internet content.  Students are expected to develop keyboarding skills at a younger age than ever, and some schools find themselves scrambling to figure out how to fit everything in.  Arguments have been made for and against the necessity of teaching handwriting in school, and have discussed the possibility of replacing it with keyboarding.  Integration of new standards, such as the Common Core State Standards, have mandated that students as young as third grade complete online assessments that require keyboarding skills to be in place.  In a report published by EdTech Magazine, it is reported that the standards require students to be proficient typists by the time they reach fourth grade (Ribiero, 2013).

In order to combat the issues that arise from technology use in the area of language arts, it is important that teachers and students are equipped with the proper solutions and tools to overcome them.  To effectively teach new digital literacies, Roblyer and Doering insist that teachers themselves must first become proficient in the digital literacies to make it possible to teach them to students (p. 281).  Teachers must also possess the skills to effectively analyze sources and to be critical of its authenticity.  There are a variety of tools available to internet consumers to evaluate website authenticity, and if a teacher struggles with this skill, using one of the tools is an effective way to develop necessary skills in this area.  In regard to students having to develop proficient typing skills at much younger ages than ever before, the solution is still unclear.  Debates are constantly taking place for and against teaching typing in place of handwriting, as previously discussed, but it is not a debate in which one side will prevail in the near future.  In the mean time, teachers at the elementary level must find ways to include activities within lessons that promote keyboard-use and skill development.

Integrating technology into the English Language Arts is not without obstacles.  However, with proactive planning by districts and teachers in the form of professional development and discussion, it is possible to overcome the challenges to implement technology successfully.

References:

Driscoll, D.L. & Brizee, A. (n.d.). Evaluating sources: Overview. Retrieved from: https://owl.english.purdue.edu/owl/owlprint/553/

Ribiero, R. (2013). Handwriting vs. typing: Which skill do students need most? EdTech Magazine.  Retrieved from: http://www.edtechmagazine.com/k12/article/2013/10/handwriting-vs-typing-which-skill-do-students-need-most

Roblyer, M.D. & Doerling, A.H. (2013). Integrating educational technology into teaching (6th ed.). Upper Saddle River, NJ: Pearson.

Relative Advantages of Technology in English Language Arts

Technology has many benefits to education across all content areas.  While certain tools, such as word processing, spreadsheet, or presentation tools, may be a common ‘go-to’ for many educators in an attempt to integrate technology, there is a wide variety of content-specific resources and tools available for teachers to use to enhance their classrooms.  As my focus in EDTECH 541 this semester is on integrating technology into the English Language Arts, I have decided to focus specifically on the relative advantages of integrating technology into the English and Language Arts content areas.

If asked how to integrate technology into the English Language Arts (ELA), a common response from educators may be to have students simply type their work.  However, the capacity of technology to improve students’ reading and writing skills is much greater than that.  “Understanding computer technology, along with reading, writing, and mathematics, is cited as a core element of literacy in the Information Age, with growing evidence to suggest that computer literacy should not be thought of as simply possessing specific computer skills as much as developing a confident and flexible attitude about technology (Young & Bush, 2004).”  It is important for teachers to understand how to effectively utilize technology to provide the greatest benefit to student learning.

Reading and writing are fundamental skills taught in the English Language Arts.  Word processors and a variety of web-based collaboration tools have helped to improve the development of these skills in students.  However, because of the rise in use of technology for communication, it has also become necessary to use these types of tools in a skilled and literate manner in order to communicate effectively with others.  Technology provides support for teachers and students in both reading and writing.  Roblyer and Doering (2013), have suggested the following strategies for providing support to students in the areas of writing and reading:

Methods for supporting writing instruction:

• Complete prewriting with electronic outlining and concept mapping tools
• Encourage student writing with online examples, story starters, and blogs and wikis
• Use word processing to produce written drafts
• Support the revising and editing process of written drafts by modeling thinking while revising and editing
• Provide feedback with grammar, spell-check, and thesaurus features within programs
• Provide feedback on student writing with editing tools
• Publish student work digitally through the use of tools such as websites, electronic books, multimedia slideshows, etc.

Methods for supporting literature learning (reading):

• Access online copies of published works
• Access background information on authors
• Support literary analysis through the use of ereaders and interactive whiteboards

There are also tools available for students to use to improve their comprehension skills and vocabulary development.  BrainPop is an example of a site that assists students in linking images to words to allow learners to begin to make associations between objects and their names.  Websites like Wordle and Tagxedo allow students to utilize vocabulary skills in a fun and engaging way.  To improve student comprehension skills students may use tools such as ebooks, interactive stories, talking word processors, or digital storytelling.  

By utilizing the above methods and aligning their use to curriculum materials and the appropriate standards, students will benefit from technology use in English Language Arts, and not merely be engaged in technology use for ‘technology’s sake’.

References:

Roblyer, M.D. & Doerling, A.H. (2013). Integrating educational technology into teaching (6th ed.). Upper Saddle River, NJ: Pearson.

Young, C. A. & Bush, J. (2004). Teaching the english language arts with technology: A critical approach and pedagogical framework. Contemporary Issues in Technology and Teacher Education, 4(1). Retrieved from: http://www.citejournal.org/vol4/iss1/languagearts/article1.cfm