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

职业：教师学习成为盲人和低视力学生在科学领域的技术无障碍盟友

• 批准号: 2334693
• 负责人: Natalie Shaheen
• 金额: $ 154.39万
• 依托单位: Board of Trustees of Illinois State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-06-01 至 2029-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2334693&HistoricalAwards=false
• 关键词: CAREER; Teachers; Learning; Technology; Accessibility

To enter STEM career pathways, blind and low-vision students need equitable access to the learning that occurs in high school science classes. Teaching and learning in science classrooms are increasingly mediated by technology. Tragically, the use of technology has perpetuated inequities in science education because digital interfaces are designed and used in ways that frequently prohibit blind modes of learning. Consequently, this blind-led project is designed to improve 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 inservice teachers’ knowledge about constructing born accessible (i.e., proactively accessible) technology-mediated science classes; and (2) iteratively develop opportunities for pre- and inservice teachers to learn how to construct born accessible technology-mediated science classes.This project will explore high school teachers' knowledge of the technological, pedagogical, ideological, and legal aspects of creating born accessible technology-mediated science classroom experiences. The project will seek to explore the factors that influence what teachers know. The four-phase exploratory sequential mixed methods study will qualitatively explore teachers’ knowledge. The project will then develop and pilot an instrument to measure teacher knowledge. Finally, the investigator will integrate the qualitative and quantitative research findings. In synergy with the research, the project will develop opportunities for preservice teachers to learn how to create technology-mediated science classes that are born accessible to blind and low-vision students. The education activities will use case-based learning and an iterative instructional design process to develop and implement: (1) a case library, (2) two hybrid units for preservice teachers, and (3) asynchronous open educational resources for pre- and inservice teachers nationwide. The project aims to improve the long-term accessibility of science education to foster blind and low-vision people’s full participation in science. The long-term goal is to open more opportunities for blind and low-vision people to contribute to scientific advancement in the pursuit of STEM careers.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.

为了进入 STEM 职业道路，盲人和弱视学生需要公平地接受高中科学课程的学习。可悲的是，技术的使用使科学教育中的不平等现象长期存在。由于数字界面的设计和使用方式经常禁止盲目的学习模式，因此这个盲目主导的项目旨在通过提高教师的意识和准备来提高以技术为媒介的高中科学教育的长期可及性。项目是： (1) 调查在职教师关于构建天生无障碍（即主动无障碍）的技术介导的科学课程的知识状况；(2) 迭代地为在职教师和在职教师提供学习如何构建天生无障碍的技术介导的科学课程的机会；该项目将探讨高中教师在创造以技术为媒介的科学课堂体验方面的技术、教学、思想和法律方面的知识。该项目将寻求探索影响教师知识的四个因素。阶段探索性顺序混合方法研究将定性地探索教师的知识，然后开发和试验一种衡量教师知识的工具，最后，研究人员将结合定性和定量的研究结果，开发机会。让职前教师学习如何创建适合盲人和弱视学生的技术介导的科学课程。教育活动将使用基于案例的学习和迭代教学设计过程来开发和实施：（1）案例。图书馆，（2）两个混合单元（3）面向全国在职教师异步开放教育资源 该项目旨在提高科学教育的长期可及性，促进盲人和低视力人群全面参与科学。盲人和低视力人士有更多机会在追求 STEM 职业生涯的过程中为科学进步做出贡献。这是一个教师早期职业发展计划项目，响应国家科学基金会范围内的活动，提供最负盛名的奖项，以支持早期-有潜力的职业教师作为研究和教育领域的学术榜样。该项目得到了学习研究部的 DRK-12 计划和 ITEST 计划的支持。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准。