Disability, technology and e-learning: challenging conceptions


Seale, Jane (2006) Disability, technology and e-learning: challenging conceptions. ALT-J: Research in Learning Technology, 14, (1), 1-8. (doi:10.1080/09687760500480025).

Download

Full text not available from this repository.

Description/Abstract

In considering the role that technology and e-learning can play in helping students access higher education and effective learning experience a large amount of the current research and practice literature focuses almost exclusively on accessibility legislation, guidelines and standards and the rules contained within them One of the major problems of such an approach is that it has drawn higher education practitioners into thinking that their objective is to comply with rules. I argue that it is not . The objective should be to address the needs of students. The danger of only focusing on rules is that it can constrain thinking and therefore practice. We need to expand our thinking beyond that of how to comply with rules, towards how to meet the needs of students with disabilities, within the local contexts that students and practitioners are working. In thinking about how to meet the needs of students with disabilities, practitioners will need to develop their own tools. These tools might be user case studies, evaluation methodologies or conceptualizations.

Item Type: Article
ISSNs: 0968-7769 (print)
Related URLs:
Subjects: T Technology > T Technology (General)
L Education > LB Theory and practice of education
Z Bibliography. Library Science. Information Resources > ZA Information resources > ZA4050 Electronic information resources
Divisions: University Structure - Pre August 2011 > School of Education > Lifelong and Work-Related Learning
ePrint ID: 40848
Date Deposited: 12 Jul 2006
Last Modified: 27 Mar 2014 18:25
URI: http://eprints.soton.ac.uk/id/eprint/40848

Actions (login required)

View Item View Item