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WCAG 2.2: The Next Step in Digital Accessibility

Kitaboo on EdTech

Web Content Accessibility Guidelines (WCAG), first published on 9 May 1999 by the Worldwide Consortium (W3C), are part of a series of Web Accessibility Initiatives (WAI). were published in February 2008 by WCAG Samurai, a group of web developers autonomous of W3C.Web 2.0 3.3.7 – Accessible Authentication.

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Science-backed scalable tools improve student mental health

eSchool News

Additionally, a good universal screening tool is scientifically validated, and they are specific to the age group it is supporting (Glover & Albers, 2007). Among these challenges is student mental health. The pandemic has brought about heightened levels of depression, anxiety, and a diminished sense of belonging among students.

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Distributed groups and mobile technology

Connecting 2 the World

In addition to the program headquarters, the program had a Center for Private Enterprise in Budapest which worked with affiliates in 3 provincial towns/cities as well as Budapest and a program group at the University of Buffalo (a SUNY research university). How has mobile technology affected distributed groups?

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OPINION: Historically underserved school districts in Mississippi were hit hard in the pandemic and need immediate help  

The Hechinger Report

Our extensive work at MCJ culminated in a report that showcased an unsettling reality: Affordability and availability are formidable barriers to internet access, while reading and math proficiency rates are significantly below the state averages in grades 3-8. A significant challenge for Delta communities is the ever-growing digital divide.

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Understanding, Teaching, and Reaching Digital Native Students—and Digital Native Caregivers

Waterford

Communicate with parents through tech: Use digital resources (like apps, texts, or social media groups) to keep parents informed about class activities and upcoming assignments.[10]. Those parents are most likely to respond to reminders and notifications over digital channels, like emails, SMS messages, Facebook groups, or app notifications.[10]

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Technology and Digital Media in the Classroom: A Guide for Educators

Waterford

By learning to view it as a means of enhancing your lessons and resources, you can provide your students with tools and opportunities they may not otherwise access. With the help of technology, you can introduce your classroom to opportunities and resources they may not otherwise be able to access.[5] Sources : Groff, J., Levy, L.A.

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Teaching and reading literature in the digital age

Neo LMS

I’m not convinced of the causal direction in these papers — surely people who have time to read, or have a wide access to a variety of books, or who come from families who value reading — are also, sociologically speaking, more likely to have income levels and environmental circumstances that tend to make them comparatively happy?

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