A Picture is Worth a Thousand Words
Computerized Bagrut 2001--the Nation's First!
Learning Center for the Blind, English Through Technology
Nine students at the Learning Center for the Blind who sat for their Bagrut matriculation exam in English on June 12, 2001
became Israel's new technology pioneers by trading in their papers and pens for hi-tech assistive technology programs and computers.
The computer classroom at the Learning Center for the Blind was converted into a testing center to accomodate those using computers and assistive tech, as well as those using stand-alone low and medium tech solutions and traditional means.
Background
In May 2000, ALEH--The Learning Center for the Blind embarked on an experiment to integrate computers and assistive technology programs and techniques into their English program for first year students of the mechina matriculation preparatory program. The English Through Technology Course taught by Ellen Hoffenberg-Serfaty, had a significant impact on many disabled students: most were able to access and use material more easily than regular texts; students quickly learned about tools and adaptive techniques that met their individual needs for gaining information; while basic English language learning material geared toward improving general proficiency levels was used, a wide variety of formats could be offered to students.
English Coordinator, Dr. Erica Garb, in conjunction with Learning Center Director, Eli Avni recieved permission from the the Association for Advancement of Education to offer selected students the option of learning sufficient technological techniques and skills to use computerized Bagrut tests in June. Within a few months, Serfaty and Garb had trained nine students to undertake the traditional reading comprehension, writing and related tasks for all mechina English students. They used computers and an array of hi-tech assistive tech programs, matched and set for each students' individual learning differences.
Contrast of two computer screens, and different types of equipment: each student's needs are carefully assessed, e.g. those with visual impairments are accomodated with the contrasts and colors that suit their individual needs, as well as size of font. This photo shows how one student (background) is best accomodated using a screen with a pale yellow background, and large black, bold text. The young man in the foreground is using a combination of stand-alone TAMAS or text enhancer and computer screen with reversing contrasts--black background, light colored text--that meets his needs.
Making the Transition
Students began exploring computers with tech instructor Serfaty during the school year--to become acquainted with how to "take control" of computer display settings; use Word as an editing and personalized tool; work with several dictionary programs; and integrate the use of a text reading tool for aiding learning disabled and visually impaired to hear text while it is read, whether in a reading comp passage, or for the purpose of hearing feedback on student writing.
Student enthusiasm and motivation were high during the exploratory period, and with careful planning, the English Dept. used a team-teaching approach, with Garb continuing instruction on preparation for the language proficiency tasks of the Bagrut, while Serfaty began more intensive training and preparation of material for computerized access. Many discussions were held with the students about their concerns for making the transition in a short period of time, and part of the technological curriculum was built to address those concerns. For example, rather than fully integrate computer use, it was decided that some students would use texts on a computer screen for the purpose of easier reading, limited text reader tools and dictionary use; while others who became more proficient at using computers fully integrated their test-taking in a computerized environment. In addition, those students who chose to continue using lo- or medium tech, stand-alone solutions, like text display equipment like TAMAS and cassette recorders were accomodated.
Some students chose to continue working with other technological solutions that they had been using for the past few years. Featured here is a students using a TAMAS, or text display system: the paper is placed beneath the lens, and can be magnified, and/or contrast changed. The student views the enhanced screen while writing on the test paper. This TAMAS has a lens that can project text onto a larger screen--a good tool for instructor's use.
Since the Learning Center began the experiment with only five computers in the computerized classroom, many students were accomodated in the 14 individual study rooms that are also equipped with computers and other equipment. Those remaining in the classroom were identified as needing more technical support from Serfaty, and the Center's technician, Alon Shub.
Matching Needs
First year students, who are learning to master technology as part of their regular English lessons, found that some very basic adjustments to the text made all the difference. This was also true for some of the 2nd year students who took the computerized Bagrut test. Some found that simply enlarging text and adding color highlights, as well as having rapid access to dictionaries, were enough to reduce visual and learning difficulties associated with reading comprehension using regular text.Student's test is formatted in Word to accomodate individual preferences for background and text colors, style and size of font, as well as special enhancements, such as highlighted words. This is often enough to allow the student to work more quickly and with greater success.
The philosophy of the Tech Program enables this individuation:
- Students are assessed initially on the impact of disabilities on completing proposed tasks, in order to begin matching the appropriate technology. As students learn skills to access material more easily, "matches" are often changed--more complicated programs are introduced, default settings are changed and memorized, etc.
- The Center's philosophy is to make the most of the computer's basic programs to aid student access. Students learn to understand and control a wide variety of display and accessibility feature settings that apply to regular word processing programs, like Word, as well as internet browsers.
- Assistive technology programs are gradually added to the student's repetoire, depending on their needs. Students learn that each program has many features and settings that need to be mastered in order to provide maximum enhancements and assistance. Simple AT programs--like Babylon dictionary with its "Say It" tool--are used, followed by more complicated programs.
- Student material is adapted to assure maximum access on computers--formats and fonts are changed, special tech instructions are added, etc. Gradually, students learn to adapt their own material through scanning, changing formats, fonts, colors and style, and adding enhancements that speed language acquisition.
- Special adaptive techniques and assistive technology are identified for those students who need to overcome a particular barrier to inputting information, organizing it, or producing tasks. For example, some students, especially those working in languages such as Russian or Arabic, or those who have difficulty seeing keys or learning keyboarding, can use on-screen keyboards. Students can learn to use voice recording programs to assist them in organizing and writing tasks. The Center is also experimenting with new technology such as braille mouse systems, prediction word software, and voice-to-text dictations programs.
The use of both stand-alone and computer tech assists this student to prevent eye strain during the 6 hour exam that would be occasioned by scrolling text (causing rapid and repetitive white flashes of text). The young woman in the background is using a text reader--Zoom Text--only for the purposes of reading text. But the male student also uses Zoom Text's magnication program, a common feature of many assistive tech program, and an enhancement that most visually impaired students use.
Organizing a computerized Bagrut
In addition to training students, a great deal of preparation was required by several staff members in order to ensure a successful experiment for this first computerized Bagrut testing process.
English staff gradually developed the process for changing the format of texts and questions so that it could be easily adapted. Word 2000 is the word processing program that is used at the Center, with an English interface--through experimentation, we determined that the use of Hebrew interface caused complications when enlarging or moving text. Line numbers need to be removed from texts, since changing style and size of fonts also changes these references: clear references to paragraphs were used instead. Certain question types--for example, "check the correct answer"--had to be changed to accomodate computers more easily. And certain enhancements that aid many visually impaired and learning disabled students were added to text--for example, words for translation or references were highlighted, but with a color that is readable regardless of the background/text combination.
Serfaty also developed a list of technical instructions to be added to tests, to aid students in using the computer and assistive technology. In addition, a specific procedure for labelling diskettes, saving responses, and for printing out tests was developed, as well as a secure procedure for converting material prior to the exam in a variety of formats--computerized, tape and braille.
Each student station in the computerized classroom was equipped with a headset for listening to text through Text-to-Speech, without disturbing other students. In individual rooms, students could choose between regular speakers or headsets.
The Center technician and tech instructor made regular maintenance checks on all equipment and programs, including intensive checking a few days before, and on the day of the exam, and both were available throughout the exam.
Prior to beginning the test, each computer station--including individual rooms--was opened and prepared according to the basic program needs of the students assigned to the station. (Students worked at the same station for several sessions prior to the test in order to make permanent changes to settings, and get used to placement and equipment).
Minimal technological problems occurred--as a result of combining the use of several assistive technology programs, including text-to-speech, and Word, some "crashes" were experienced. However, the technician's availabity reduced any negative impact, and additional free computer stations were prepared and available to switch students in case maintenance required more than a few minutes.
What's Next?
Center staff have declared the technological aspects of the 2001 computerized Bagrut test to be a resounding success, and have begun plans to eliminate the use of "human readers" beginning with the 2001-2 school year. In addition, a full pre-mechina technology program has been developed so that students can learn to master tech techniques and programs that suit their needs more completely. And the English Dept.'s success will be used to bring other subjects, like Math and Literature, into a tech-integrated classroom in September.
For further information about this project, contact:
Ellen Hoffenberg-Serfaty, Technology Coordinator
Erica Garb, English Dept. Coordinator
Hebrew University, Mt. Scopus Campus, Jerusalem
Phone: 02-5882155
ALEH Director, Moshe Oved
Eli Avni, Learning Center Director
Alon Shub, Technician
AND to our students, for all their hard work and courage!