TY - JOUR
T1 - The use of mobile devices as assistive technology in resource-limited environments
T2 - Access for learners with visual impairments in Kenya
AU - Foley, Alan R.
AU - Masingila, Joanna O.
N1 - Funding Information:
Portions of this research work were made possible by the support of the American People through the United States Agency for International Development (USAID) through Higher Education for Development and the Africa-U.S. Higher Education Initiative. The contents of this article are the sole responsibility of the authors and do not necessarily reflect the views of USAID or the United States Government.
Publisher Copyright:
© 2014 Informa UK Ltd.
PY - 2015/7/1
Y1 - 2015/7/1
N2 - Purpose: In this paper, the authors explore the use of mobile devices as assistive technology for students with visual impairments in resource-limited environments. This paper provides initial data and analysis from an ongoing project in Kenya using tablet devices to provide access to education and independence for university students with visual impairments in Kenya. Method: The project is a design-based research project in which we have developed and are refining a theoretically grounded intervention-a model for developing communities of practice to support the use of mobile technology as an assistive technology. We are collecting data to assess the efficacy and improve the model as well as inform the literature that has guided the design of the intervention. Results: In examining the impact of the use of mobile devices for the students with visual impairments, we found that the devices provide the students with (a) access to education, (b) the means to participate in everyday life and (c) the opportunity to create a community of practice. Conclusions: Findings from this project suggest that communities of practice are both a viable and a valuable approach for facilitating the diffusion and support of mobile devices as assistive technology for students with visual impairments in resource-limited environments.
AB - Purpose: In this paper, the authors explore the use of mobile devices as assistive technology for students with visual impairments in resource-limited environments. This paper provides initial data and analysis from an ongoing project in Kenya using tablet devices to provide access to education and independence for university students with visual impairments in Kenya. Method: The project is a design-based research project in which we have developed and are refining a theoretically grounded intervention-a model for developing communities of practice to support the use of mobile technology as an assistive technology. We are collecting data to assess the efficacy and improve the model as well as inform the literature that has guided the design of the intervention. Results: In examining the impact of the use of mobile devices for the students with visual impairments, we found that the devices provide the students with (a) access to education, (b) the means to participate in everyday life and (c) the opportunity to create a community of practice. Conclusions: Findings from this project suggest that communities of practice are both a viable and a valuable approach for facilitating the diffusion and support of mobile devices as assistive technology for students with visual impairments in resource-limited environments.
KW - Assistive technology
KW - Community of practice
KW - Design-based research
KW - IOS devices
KW - Universal Design for Learning
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U2 - 10.3109/17483107.2014.974220
DO - 10.3109/17483107.2014.974220
M3 - Article
C2 - 25342493
AN - SCOPUS:84929316026
SN - 1748-3107
VL - 10
SP - 332
EP - 339
JO - Disability and Rehabilitation: Assistive Technology
JF - Disability and Rehabilitation: Assistive Technology
IS - 4
ER -