Using Real-Life Experiences to Teach Computer Concepts

Abstract

Teaching computer concepts to individuals with visual impairments (that is, those who are blind or visually impaired) presents some unique challenges. Students often have difficulty remembering to perform certain steps or have difficulty remembering specific keystrokes when using computers. Many cannot visualize the way in which complex computing operating systems are organized, how to move within menus and submenus, or how to manipulate the cursor. In my time as an adaptive technology instructor, I have developed analogies, tactile manipulatives and models, and a matching game to help my student grasp and master difficult computing concepts. ANALOGIES Many students struggle to remember keystrokes, such as pressing the Enter key when executing a computer command. Students execute a given command, but when they forget to press Enter and the computer fails to produce the desired result, the student is unsure what happened or why the computer did not do what it was supposed to do. Repeated explanations and reminders of keystrokes often fail to stick in students' minds. As a result, I devised a number of analogies or mnemonic devices to aid information retention. Since many of my students have dog guides, pet dogs, or are familiar with dogs, I tell students that the Enter key is like giving the dog a command. For students who use dog guides, the Enter key is analogous to telling the dog forward. Forward is said when a dog is at attention and ready to work. Likewise, the Enter key is pressed when an individual has focus on an icon or other item that needs user input. Students who have been provided with analogies, whether it is the Enter key analogy or others I have created, are much more likely to understand and remember computer concepts and keyboard commands. Table 1 lists the analogies I developed. Mrs. Garfunkle (a pseudonym), a middle-aged woman who is totally blind and had no experience with computers prior to training, reported in informal discussions a greater confidence when using the computer for personal or vocational tasks after learning commands using analogies. TACTILE MANIPULAT1VES In my time as an instructor, I have created a number of tactile manipulatives to aid students in conceptualizing various aspects of the computer. Students who are congenitally blind or visually impaired may have greater difficulty picturing the Microsoft Windows operating system than those who lost vision later in life. Students with congenital vision loss may need hands-on manipulatives in order to form a mental picture of the operating system and how various parts of the system work together to form a whole. Menu structure One manipulative I created is a model of the Windows menu structure made out of poster board and Popsicle sticks of various colors. I glued two pieces of poster board of differing colors together and folded the top poster board in an accordion style to symbolize the main menu, such as Start. I placed one high-contrast (for students with low vision) Popsicle stick on each accordion fold to symbolize menu items, such as Windows Update, Search, Programs, and Shut Down. I taped a piece of string to one of the Popsicle sticks to show the submenu structure. Smaller Popsicle sticks glued together in a square shape are intended to show what happens when the submenu is opened. In keeping with the Start menu example, a string would be glued on one Popsicle stick representing Programs. The small Popsicle stick square represents the items in the Programs submenu (Accessories, Microsoft Office, or JAWS.) After students are comfortable with the tactile model, instruction continues in the computer environment. My students have shown a greater confidence and understanding when navigating menu structures on the computer after using such a tactile manipulative. Cursor movement When a student is unfamiliar with the positioning of the cursor and how text is manipulated, it is beneficial to use hands-on teaching in order to communicate these concepts. …