In Defense of Braille in the Digital Age
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The concern that technology is replacing Braille is unwarranted. Rather, technology supports and elevates literacy including braille literacy, as long as it is integrated with purpose and function in the classroom. Braille remains the primary means to literacy for non-visual learners.
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In Defense of Braille in the Digital Age
- 1. IN DEFENSE OF BRAILLE IN THE DIGITAL AGE GETTING IN TOUCH WITH LITERACY PROVIDENCE, RI DECEMBER 5, 2013 Yue-Ting Siu, TVI UC Berkeley & San Francisco State University
- 2. Wispy myths
- 3. Because of technology… Braille is: More widely available More immediately available More independently available
- 4. Technolo gy Braill e • Self-determined behavior • Improved postsecondary outcomes • Improved employment outcomes (Capella-McDonnall, 2005; Kapperman, 2009; Kelly, 2011)
- 5. Braille + tech = ? Literacy Proofreading Nuances of language Membership to a community Equal aptitude and respect in the workplace Functional Literacy
- 7. Technology use: 2000-2010 Classroom teachers 69% 53% 0% 25% 50% 75% 100% 2000 2010 TVIs 1998-2002 * 41% 42% 0% 25% 50% 75% 100% 2011 (Abner & Lahm, 2002; Edwards & Lewis, 1998; Gray, L., Thomas, N., and Lewis, L., 2010; Kapperman et al., 2002; Kelly, 2009, 2011; U.S. Dept. of Education, NCES, 2000)
- 8. Recalibrating instructional objectives Dependent access Availability Device mastery Independent access Immediate access Content mastery
- 9. Technology by Design (Mishra & Koehler, 2005) Context-specific = Case study approach Rationale development Understanding of dynamic between technology, pedagogy, content, and learners Technology Embedded in Instruction
- 10. Technology goals in the IEP 1. Setting in which technology will be used. 2. Purpose for which technology will be used. 3. Level of dependence/independence, including the types and number of prompts. 4. Identify tech by the functions that are necessary for use. 5. How use of technology to complete instructional activities will be measured
- 11. http://bit.ly/brldigitalage Resource for linking iPad to refreshable braille display How to use Dropbox to provide work electronically and immediately to students How to write AT goals Digital texts from Bookshare: DAISY, NIMAC www.facebook.com/yuetingsiu twitter @TVI_ting
- 12. Louis Braille “Access to communication in the widest sense is access to knowledge, and that is vitally important for us if we [the blind] are not to go on being despised or patronized by condescending sighted people. We do not need pity, nor do we need to be reminded we are vulnerable. We must be treated as equals – and communication is the way this can be brought about.”
Hinweis der Redaktion
- Tell about my background, and why I care about this topic. Poll audience: how many doing direct service, teacher prep, braille instruction Roadmap for talk: lesson planning to support literacy with technology improving how we prepare teachers to support literacy with technology how to write goals that support literacy with technology – tech implementation
- Ask for audience participation and response with each statement. Encourage yays, nays, boos, and hissing!
- Often in conversations, Braille and technology exist apart from the other. (click) Taken together, the results are more powerful than any component by itself.
- EXAMPLES: always pairing audio with visual so that one mode of access can supplement, not replace, the other. DAISY book format, or digital texts iPad paired with Braille+ refreshable braille display Braille notetaker
- Extends beyond just the classroom. Our students need to be sufficiently, and proficiently, prepared for the digital future. Understanding that technology can bring out the best outcomes, how can we ensure the two are taught together?
- How are teachers using technology right now? Technology is everywhere. It is no longer an excuse that it is not available. Many initiatives ensure that is is there, now it’s about how to leverage what is already there. This is a different kind of digital divide. So how can instruction change to better integrate technology? Rather than availability of tools, it’s about the proficiency of teachers to integrate technology into teaching
- 3 factors we usually have to consider when lesson planning. Let’s talk about how we can change how we focus these lessons. Many things need to be in place to change the emphasis from device mastery to using technology to master content: How many people feel like it’s impossible to keep up with new technology? How many feel nervous about keeping your skills up to date and knowing how to use all the tech out there? It’s ok, because we have mostly graduated with technology training focused on device mastery. TVIs are not prepared to fully incorporate all the elements of technology, instruction, and constraints that are specific to classrooms and students. How can we better prepare teachers?
- The standards and competencies exist. How do we master them for implementation after training?
- Focus on mastering content: Align with CCSS. Use objectives to target device mastery. During powerpoint lectures, during silent sustained reading, during centers To complete written work, to view lecture notes, to read a digital talking book Focus on working towards independence Laptop with screen magnification software, touch screen tablet with text to speech paired with a refreshable braille display 2 out of 3 worksheets, 4 out of 5 lectures a week
- QIAT Quality Indicators AT