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Line 340: − − ====Inclusive use of ICT==== − By allowing for different methods of representing information (in different formats, using different tools) and communicating, digital ICT provide diverse set of opportunities to support different (multiple intelligences) learning styles. Moving away from only the written word, to using images, audio and visuals to communicate understanding and making meaning allows for a more inclusive learning environment. − − In addition, there are specialised hardware and software applications to support visually, hearing and speech challenged learners. Text to speech converters are useful for visually challenged (Such as the FOSS application [http://spoken-tutorial.org/tutorial-search/?search_foss=Orca&search_language= ORCA]), speech to text converters can help those who are unable to use the keyboard and mouse as input devices (these are available on mobile phones now for simple tasks like making calls, searching the net etc.). On most screens, the font size can be increased (usually by simply selecting CTRL ++) to the size required, which can help some people with poor vision.
TE year1sourcebook/Topics of Study in the Unit (view source)
Revision as of 10:15, 9 May 2017
, 10:15, 9 May 2017→Inclusive use of ICT
FOSS and OER movements aim at providing digital resources that are licensed to allow you to make copies. In addition, you can modify the software / content resource and share again. FOSS and OER, allow greater access to software and content, and hence are necessary to adopt and promote for equitable access to ICT.
FOSS and OER movements aim at providing digital resources that are licensed to allow you to make copies. In addition, you can modify the software / content resource and share again. FOSS and OER, allow greater access to software and content, and hence are necessary to adopt and promote for equitable access to ICT.
==== Inclusive use of ICT ====
By allowing for different methods of representing information (in different formats, using different tools) and communicating, digital ICT provide diverse set of opportunities to support different (multiple intelligences) learning styles. Moving away from only the written word, to using images, audio and visuals to communicate understanding and making meaning allows for a more inclusive learning environment.
In addition, there are specialised hardware and software applications to support visually, hearing and speech challenged learners. Text to speech converters are useful for visually challenged (Such as the FOSS application [http://spoken-tutorial.org/tutorial-search/?search_foss=Orca&search_language= ORCA]), speech to text converters can help those who are unable to use the keyboard and mouse as input devices (these are available on mobile phones now for simple tasks like making calls, searching the net etc.). On most screens, the font size can be increased (usually by simply selecting CTRL ++) to the size required, which can help some people with poor vision.
{| class="wikitable"
{| class="wikitable"
# You should always use a computer in ways that ensure consideration and respect for others
# You should always use a computer in ways that ensure consideration and respect for others
This can be pasted on your computer lab as 'Do's and Dont's of using the lab.
This can be pasted on your computer lab as 'Do's and Dont's of using the lab.
=== Internet Safety ===
=== Internet Safety ===