Ten technology resources for a children's librarian

"9410 Emerging Technologies in Libraries, Fall 2017."A modern children's librarian requires more resources than simply the books in his or her collection. While the resources in this document are not comprehensive, they provide a starting point for exploration. These resources were chosen with the intent to enhance library services for children.Introduction -- Blue-Bot -- Nebraska Library Commission -- Makedo -- Be Internet Awesome -- Project Torino -- Google Cardboard -- TinkerCAD -- New Matter MOD-t 3D Printer -- Kahoot! -- Beanstack -- References.Includes bibliographical references

Leveraging robotics to enhance accessibility and engagement in mathematics education for vision-impaired students

There is potential to use robotics in education to revolutionize teaching and learning in mathematics. This is particularly relevant for vision-impaired students, who face different challenges when accessing mathematical content. Educational robotics can potentially enhance accessibility, motivation, and engagement in mathematics for students through enjoyable and novel interactions. Students commonly experience positive interactions with educational robots during learning activities, which influences their learning motivation. Recent studies show that students with disabilities face issues related to classroom participation, lack of collaborative learning, reduced social engagement, and potential for isolation. Digital-based learning technologies have transformed how vision-impaired students engage with and learn mathematics. Leveraging robotics in mathematics teaching and learning through personalised guidelines offers considerable benefits for vision-impaired students, including enhanced engagement, multimodal learning opportunities, and improved collaboration and communication skills, which enhances the opportunities for inclusive classroom experiences. This paper outlines the role of educational robotics in inclusive education. It examines the challenges and benefits of using educational robotics in mathematics for vision-impaired students. The importance of human-robot interaction (HRI) in steering the design and functionality of educational robots and their potential use within the classroom to facilitate learning is also highlighted

Inclusive computing in special needs classrooms: designing for all

With a growing call for an increased emphasis on computing in school curricula, there is a need to make computing accessible to a diversity of learners. One potential approach is to extend the use of physical toolkits, which have been found to encourage collaboration, sustained engagement and effective learning in classrooms in general. However, little is known as to whether and how these benefits can be leveraged in special needs schools, where learners have a spectrum of distinct cognitive and social needs. Here, we investigate how introducing a physical toolkit can support learning about computing concepts for special education needs (SEN) students in their classroom. By tracing how the students’ interactions—both with the physical toolkit and with each other—unfolded over time, we demonstrate how the design of both the form factor and the learning tasks embedded in a physical toolkit contribute to collaboration, comprehension and engagement when learning in mixed SEN classrooms

CreaTable Content and Tangible Interaction in Aphasia

Multimedia digital content (combining pictures, text and music) is ubiquitous. The process of creating such content using existing tools typically requires complex, language-laden interactions which pose a challenge for users with aphasia (a language impairment following brain injury). Tangible interactions offer a potential means to address this challenge, however, there has been little work exploring their potential for this purpose. In this paper, we present CreaTable – a platform that enables us to explore tangible interaction as a means of supporting digital content creation for people with aphasia. We report details of the co-design of CreaTable and findings from a digital creativity workshop. Workshop findings indicated that CreaTable enabled people with aphasia to create something they would not otherwise have been able to. We report how users’ aphasia profiles affected their experience, describe tensions in collaborative content creation and provide insight into more accessible content creation using tangibles

Torino: A Tangible Programming Language Inclusive of Children with Visual Disabilities

© 2018, Copyright © 2018 Taylor & Francis Group, LLC. Across the world, policy initiatives are being developed to engage children with computer programming and computational thinking. Diversity and inclusion has been a strong force in this agenda, but children with disabilities have largely been omitted from the conversation. Currently, there are no age appropriate tools for teaching programming concepts and computational thinking to primary school children with visual disabilities. We address this gap through presenting the design and implementation of Torino, a tangible programming language for teaching programming concepts to children age 7–11 regardless of level of vision. In this paper, we: (1) describe the design process done in conjunction with children with visual disabilities; (2) articulate the design decisions made; and (3) report insights generated from an evaluation with 10 children with mixed visual abilities that considers how children are able to trace (read) and create (write) programs with Torino. We discuss key design trade-offs: (1) readability versus extensibility; and (2) size versus liveness. We conclude by reflecting upon how an inclusive design approach shaped the final result

Supporting Persons with Disabilities in Somalia

The purpose of this report is to identify how persons with disabilities can be included in humanitarian and development programmes in Somalia. There is little data on persons with disabilities in Somalia, therefore this report gains insights from organisations that are actively working in Somalia supporting persons with disabilities. Many organisations in Somalia do not have data or information available on persons with disabilities. This report details the recommendations of organisations that have data and information readily available. The report provides a list of organisations identified as working on disability issues in Somalia and Somaliland and an overview of these active organisations to illustrate their activities. It also reports recommendations they have made on how donor operations can explicitly include persons with disabilities

“I can do everything but see!” – How People with Vision Impairments Negotiate their Abilities in Social Contexts

This research takes an orientation to visual impairment (VI) that does not regard it as fixed or determined alone in or through the body. Instead, we consider (dis)ability as produced through interactions with the environment and configured by the people and technology within it. Specifically, we explore how abilities become negotiated through video ethnography with six VI athletes and spectators during the Rio 2016 Paralympics. We use generated in-depth examples to identify how technology can be a meaningful part of ability negotiations, emphasizing how these embed into the social interactions and lives of people with VI. In contrast to treating technology as a solution to a ‘sensory deficit’, we understand it to support the triangulation process of sense-making through provision of appropriate additional information. Further, we suggest that technology should not try and replace human assistance, but instead enable people with VI to better identify and interact with other people in-situ

Smart kitchen for Ambient Assisted Living

El envejecimiento de la población es una realidad en todos los países desarrollados. Las predicciones de crecimiento de esta población son alarmantes, planteando un reto para los servicios sociales y sanitarios. Las personas ancianas padecen diversas discapacidades que se van acentuando con la edad, siendo más propensas a sufrir accidentes domésticos, presentando problemas para realizar tareas cotidianas, etc. Esta situación conlleva a una pérdida paulatina de capacidades que en muchas ocasiones acaba con la vida autónoma de la persona. En este contexto, las Tecnologías de la Información y Comunicación (TIC) aplicadas al entorno doméstico pueden jugar un papel importante, permitiendo que las personas ancianas vivan más tiempo, de forma independiente en su propio hogar, presentando, por tanto, una alternativa a la hospitalización o institucionalización de las mismas. Este trabajo da un paso más en este sentido, presentando el diseño y desarrollo de un Ambiente Inteligente en la cocina, que ayuda a las personas ancianas y/o con discapacidad a desempeñar sus actividades de la vida diaria de una forma más fácil y sencilla. Esta tesis realiza sus principales aportaciones en dos campos: El metodológico y el tecnológico. Por un lado se presenta una metodología sistemática para extraer necesidades de colectivos específicos a fin de mejorar la información disponible por el equipo de diseño del producto, servicio o sistema. Esta metodología se basa en el estudio de la interacción Hombre-Máquina en base a los paradigmas y modelos existentes y el modelado y descripción de las capacidades del usuario en la misma utilizado el lenguaje estandarizado propuesto en la Clasificación Internacional del Funcionamiento, de la Discapacidad y de la Salud (CIF). Adicionalmente, se plantea el problema de la evaluación tecnológica, diseñando la metodología de evaluación de la tecnología con la finalidad de conocer su accesibilidad, funcionalidad y usabilidad del sistema desarrollado y aplicándola a 61 usuarios y 31 profesionales de la gerontología. Desde un punto de vista técnico, se afronta el diseño de un ambiente asistido inteligente (Ambient Assisted Living, AAL) en la cocina, planteando y definiendo la arquitectura del sistema. Esta arquitectura, basada en OSGi (Open Services Gateway initiative), oferta un sistema modular, con altas capacidades de interoperabilidad y escalabilidad. Además, se diseña e implementa una red de sensores distribuida en el entorno con el fin de obtener la mayor información posible del contexto, presentando distintos algoritmos para obtener información de alto nivel: detección de caídas o localización. Todos los dispositivos presentes en el entorno han sido modelados utilizando la taxonomía propuesta en OSGi4AmI, extendiendo la misma a los electrodomésticos más habituales de la cocina. Finalmente, se presenta el diseño e implementación de la inteligencia del sistema, que en función de la información procedente del contexto y de las capacidades del usuario da soporte a las principales actividades de la vida diaria (AVD) en la cocina

Playful learning with sound-augmented toys: a comparison between children with and without visual impairments.

Sound-augmented toys producing factual knowledge were thought to encourage incidental, playful learning in children with visual impairments (VIs). A group of15 children with VIs and 22 sighted controls played with a sound-augmented savannah landscape and listened to an informative story in a counterbalanced order. Children's knowledge about savannah animals was assessed at baseline and after each condition in order to quantitatively compare knowledge gains between conditions.Results indicated that children with VIs gained more knowledge than sighted controls from playing with the sound-augmented toy. Furthermore, offering both the augmented toy and the informative story led to higher knowledge gains than a single medium, especially in children with VIs. Sound-augmented toys could therefore be a useful addition to the current curriculum in special education for children with VIs

"Piece it Together": Insights From One Year of Engagement With Electronics and Programming for People With Intellectual Disabilities

We present the results of one year spent engaging people living with intellectual disabilities with an electronics and programming package. The program was run in collaboration with a disability support organization and delivered by support workers. We evaluate key qualities of the package at three sites via ongoing communication and reflective interviews with five support workers, along with observation of sessions and contextual inquiry with eleven people with a range of disabilities. Our findings demonstrate the importance of physicality in enabling experiences by creating real-world analogues and supporting diverse group interactions; how groups support members’ attention, motivating each other, and allow space for coping mechanisms; and participants’ growing confidence and creativity in problem solving, and the emergence of self-directed activities. We discuss the importance of diverse repetition for skill development, how skills develop over the year, and pragmatic lessons for conducting a long-term research program with a disability support organization