Learners Take on Tech
Posts in this section offer educators bite-sized interventions to begin critically and accessibly shifting their digital praxis.
Learners with disabilities have distinct technology-integrated learning experiences, and distinct relationships with technology full stop. The videos, reflections, modelling and problem-posing strategies in these posts can be used by educators to ideate meaningful and critical changes toward more inclusive and accessible digital praxis.
Remember: stay focused on the learner, not the tech.
Why are so many students using Text-to-Speech to read in Post-Secondary?
What is text-to-speech? Text-to-speech (TTS) is a computer-generated voice that reads aloud selected digital text. It’s distinct from audio books, which usually use actors reading the text, and may have some dramatic production value to engage listeners. TTS is also distinct from screen readers, which are tools typically used by blind and low vision users…
Video: What makes a video conferencing environment feel like an inclusive space?
In this video, people with diverse experiences of disability share practices that help them to perceive, understand and engage with others in the video conferencing environment. (3 min read, 9 min video)
Video: What digital accessibility practices support low-vision and blind learners?
In this video a learner explains the skills and technologies he uses to perceive, navigate and engage with peers and educators in post-secondary. (4 min read, 9 min video)
Integrating Citations From Zotero Into WordPress With Zotpress, Critically?
This post looks briefly at the accessibility of Zotpress, then takes a step back to raise questions about the digital accessibility of common citation practices in academic publishing. (10 min)