Eyes on Our World: Can Technology, Aids and Devices Enhance the Life and learning of People with Vision Impairment?

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Author(s)
Tourky, Afaf
Bartlett, Brendan
Year published
2003
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It is a twenty-first century belief with which we concur that the emerging global world requires learners to be problem solvers i.e., that it promotes and requires proactive and reactive learners. Passivity, rote learning, and dependence on imposition are insufficient adaptive procedures in the democratic context of essential empowerment. In such a context, learners must exercise their freedom; doing so requires deliberate and engaging flexibility with one's know-how about gaining further knowledge. Encouraging learners' proactivity, reactivity and the sense of balance that enables productive application of both perspectives ...
View more >It is a twenty-first century belief with which we concur that the emerging global world requires learners to be problem solvers i.e., that it promotes and requires proactive and reactive learners. Passivity, rote learning, and dependence on imposition are insufficient adaptive procedures in the democratic context of essential empowerment. In such a context, learners must exercise their freedom; doing so requires deliberate and engaging flexibility with one's know-how about gaining further knowledge. Encouraging learners' proactivity, reactivity and the sense of balance that enables productive application of both perspectives is a major societal goal, served by the institution of education. It presents significant challenges for teachers, particularly those whose students have vision impairment and the attendant intensity and uniqueness in problems confronted by children, teens and adults with low vision or blindness. The authors present here some background and exemplification of their work in demonstrating that technology, aids and devices do enhance the life and learning of people with vision impairment.
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View more >It is a twenty-first century belief with which we concur that the emerging global world requires learners to be problem solvers i.e., that it promotes and requires proactive and reactive learners. Passivity, rote learning, and dependence on imposition are insufficient adaptive procedures in the democratic context of essential empowerment. In such a context, learners must exercise their freedom; doing so requires deliberate and engaging flexibility with one's know-how about gaining further knowledge. Encouraging learners' proactivity, reactivity and the sense of balance that enables productive application of both perspectives is a major societal goal, served by the institution of education. It presents significant challenges for teachers, particularly those whose students have vision impairment and the attendant intensity and uniqueness in problems confronted by children, teens and adults with low vision or blindness. The authors present here some background and exemplification of their work in demonstrating that technology, aids and devices do enhance the life and learning of people with vision impairment.
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Conference Title
Reimagining Practice: Researching Change
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Copyright Statement
© The Author(s) 2003. The attached file is posted here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the authors.