CAREER: Teachers Learning to be Technology Accessibility Allies to Blind and Low-Vision Students in Science

Board Of Trustees Of Illinois State University, Normal IL

Investigators

Abstract

To enter STEM career pathways and contribute to scientific advancement, all students including blind and low-vision students need access to the learning that occurs in high school science classes. Science teaching and learning is increasingly mediated by technology. Unfortunately, many of the digital interfaces used in science classrooms do not support blind modes of learning. Consequently, this project is designed to increase the long-term accessibility of technology-mediated high school science education by improving teacher awareness and preparation. The aims of the project are to: (1) investigate the state of in-service teachers' knowledge about constructing proactively accessible technology-mediated science classes; and (2) develop opportunities for pre- and in-service teachers to learn how to construct proactively accessible technology-mediated science classes. The four-phase exploratory sequential mixed methods study will qualitatively explore teachers' knowledge of the technological, pedagogical, and legal aspects of creating proactively accessible technology-mediated science lessons and the factors that influence what teachers know. The project will then develop and pilot an instrument to measure teacher knowledge and influential factors. Finally, the investigator will integrate the qualitative and quantitative research findings. All high school science teachers and teachers of blind students are eligible to participate in the project. In synergy with the research, the project will develop opportunities for pre-service teachers to learn how to create technology-mediated science classes that are proactively accessible. The education activities will use case-based learning and an iterative instructional design process to develop and implement: (a) a case library, (b) two hybrid units for pre-service teachers, and (c) asynchronous open educational resources for pre- and in-service teachers nationwide. The project aims to improve the long-term accessibility of science education thereby improving blind, low-vision, and sighted students' learning experiences, as accessible technologies are easier and quicker for all to use. This is a Faculty Early Career Development Program project responsive to a National Science Foundation-wide activity that offers the most prestigious awards in support of early-career faculty who have the potential to serve as academic role models in research and education. This project is supported by the DRK-12 program and the ITEST program in the Division of Research on Learning. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.