Internet, Accessibilityand Word Processing

Linda WallinFall 2014

Internet

• Massive content, books, courses, tutorials

• Where do I start?

• World Wide Web

• Hardware

• Software

Where do I start?

• Listserv• Email groups• What are my interests?• Beginning Internet• Search engines• WebQuests• iCollaboratory

Accessibility

"The power of the Web is in its universality. Access by everyone regardless of disability is an essential aspect." -- Tim Berners-Lee, W3C Director and inventor of the World Wide Web

Information

Visual• Pictures• Text• Logos• Animations• Graphic links

Auditory• Audio files• Video files• Multimedia

Why?

• Ethics: the right thing to do• Benefits everyone (think of remote for TV)• Laws

– Section 508 requires that Federal agencies' electronic and information technology is accessible to people with disabilities. (1998)

– Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 require equal access to programs and activities unless doing so would be an undue burden. (1973)

• U.S. government agencies presently are making their sites accessible, so businesses are motivated, too

• Training is available through many organizations on the Web• Keeping it simple

Benefits of Web Pages

• You know exactly what you need to teach your students best.

• Once it’s up on the Web, you can access it easily (as long as you can connect).

• It is easily modified, just change the html file and upload it again.

How do people connect?

• Screen Reader• Enlarged Text• Text only interface (Lynx)• Adapted keyboards used with keyboard

commands• Full use of visual media, but no sound• Low-bandwidth • Browser accessibility features

Vision Impairment

• Content should read from top left to bottom right

• Use of Skip Links is recommended

• Organize content in logical form• All images should include alt

tags, which describe the purpose of the image

• Don’t have frequent refresh rates

• Colors should have sufficient contrast

• Style sheets insure that all formatting is the same

• Label tables

• Alternative pages can be provided if frames are used

• Graphic links should tell where viewer is going

• Primary language should be identified in the header

• Closed-captioning or transcripts help hearing-impaired surfers.

• Use lots of images for dyslexic or non-literate surfers

• Make font size relative for older surfers who need magnification

• Avoid drop-down menus or data input that does not have label before the field

Other Advice

Teacher Utilities

• Grading• Generators

– Test– Puzzle– Rubric– Worksheet– IEP

O’Bannon, Puckett course materials

How do I test my page?

• W3C’s online evaluator

• W3C

• Evaluation, Repair and Transformation Tools are available at W3C as well

Word Processors

• Highlighting comments• Dictation in Word and Pages (under the Edit menu)• Templates• Tools