Journal of
Systemics, Cybernetics and Informatics
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ISSN: 1690-4524 (Online)


Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.

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Published by
The International Institute of Informatics and Cybernetics


Re-Published in
Academia.edu
(A Community of about 40.000.000 Academics)


Honorary Editorial Advisory Board's Chair
William Lesso (1931-2015)

Editor-in-Chief
Nagib C. Callaos


Sponsored by
The International Institute of
Informatics and Systemics

www.iiis.org
 

Editorial Advisory Board

Quality Assurance

Editors

Journal's Reviewers
Call for Special Articles
 

Description and Aims

Submission of Articles

Areas and Subareas

Information to Contributors

Editorial Peer Review Methodology

Integrating Reviewing Processes


Transdisciplinary Communication as a Meta-Framework of Digital Education
Rusudan Makhachashvili, Ivan Semenist
(pages: 1-6)

Multidisciplinary Learning Using Online Networking in Biomedical Engineering
Shigehiro Hashimoto
(pages: 7-12)

Augmented Intelligence for Advancing Healthcare
Mohammad Ilyas
(pages: 13-19)

A Transdisciplinary Approach to Refereeal
Russell Jay Hendel
(pages: 20-25)

The Impact of Convictions on Interlocking Systems
Teresa Henkle Langness
(pages: 26-33)

Collaborative Convergence: Finding the Language for Trans-Disciplinary Communication to Occur
Cristo Leon, James Lipuma
(pages: 34-37)

Bridging the Gap Between the World of Education and the World of Business via Standards to Develop Competences of the Future at Universities
Paweł Poszytek
(pages: 38-42)

Multidisciplinary Learning for Multifaceted Thinking in Globalized Society
Shigehiro Hashimoto
(pages: 43-48)

From Spirituality to Technontology in Education
Florent Pasquier
(pages: 49-52)

Differentiated Learning and Digital Game Based Learning: The KIDEDU Project
Eleni Tsami
(pages: 53-57)

Emerging Role of Artificial Intelligence
Mohammad Ilyas
(pages: 58-65)

Practicing Transdisciplinarity and Trans-Domain Approaches in Education: Theory of and Communication in Values and Knowledge Education (VaKE)
Jean-Luc Patry
(pages: 66-71)

Reflexive Practice for Inter and Trans Disciplinary Research in the Third Millennium
Maria Grazia Albanesi
(pages: 72-76)


 

Abstracts

 


ABSTRACT


(Assistive) Technology at the Point of Instruction: Barriers and Possibilities

Lorayne Robertson


Assistive technologies which resemble everyday communication technologies (such as text-to-speech features and predictive text) have the potential to remove barriers from the learning environment and allow more access to the curriculum for learners who need support. In the past, some of these affordances required specialized equipment but currently, applications such as predictive text are widely available in everyday life. These newer technologies enable persons with learning challenges to participate more fully in everyday communications, and the “bottom up” effect of these innovations will trickle into schools because the technology is enabling. As these digital applications, programs, and mobile devices become routinely available, and internet access for classrooms improves, more students who might have been labelled in the past as “learning-disabled” will be able to access the curriculum independently. This should support a shift in the discourse from the abled/disabled binary (which labels the students) toward labelling the learning environments instead as more or less enabling. As an increasing number of low- to medium-level tech solutions with seamless interfaces breach previous barriers such as affordability and transferability, the rates of tech adoption in schools will increase beyond the early adopters. As technology adoption increases, it will be easier to differentiate programs and classrooms toward universal learning designs. Technology in the hands of students democratizes education in significant ways and shifts the focus from digital teaching to digital learning.

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