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• W245921506 abstract "The Computer as the Great Communicator Teaching is communication, and the computer can be used as a communication tool. In particular, the computer can reduce learning barriers for persons with physical disabilities. I am a totally blind professor of history at the Rochester Institute of Technology (RIT). I use a microcomputer with a speech synthesizer to interface with the college's mainframe and to communicate through electronic mail and computer conferencing with my students. It has even enabled me to communicate with hearing-impaired students without the intervention of a human interpreter. The National Technical Institute for the Deaf is located at our campus, and, over the past 20 years, I regularly have had deaf students in my classes. Traditionally, an interpreter sits at the front of the class conveying what I say to the deaf students, and when one of them wants to communicate with me personally, he or she comes to my office with an interpreter. But meshing three schedules can be difficult. Since I began using a computer and speech synthesizer for much of my personal work, I have had the student come alone. We take turns at the computer keyboard. When the deaf student types, the synthesizer talks; and when I type, the deaf student can read the screen. We both like this more direct and immediate contact. Better Teaching Through E-Mail I was excited when I discovered that I was able to connect my microcomputer to the institute's mainframe and access electronic mail. Whereas students used to turn in term and I would pay a reader to read them to me, the students now send their papers electronically and the computer reads for free. Moreover, the computer works any time of the day or night, does not need breaks and has no urge to add its own opinions to what it reads. I can easily return my comments and grades to students through e-mail as well. This has enabled me to get returned much more quickly; I believe this to be an educational benefit. One of the first students who submitted work to me this way was a hearing-impaired woman. After I replied to her, she wrote back excitedly, saying that this was the first time in her life that she had talked with a professor without an interpreter. More exciting was that the professor was blind and that the computer had transcended a double communication barrier in one leap! In 1985, RIT wanted to improve the delivery of its telecourses. Personal contact between teacher and student was inefficient. Mail took a week for turnaround. Using the phone meant playing phone tag, with teacher and student alternately leaving messages for each other. Because I had been sensitized to the reality of computer-mediated communication, I was one of the first at RIT to venture into this new field. We purchased a conference system for the institute mainframe, bought modems to loan to students who had microcomputers, and decided on Kermi as public-domain communications software which would permit students to access the computer conference and electronic mail from either their offices or their homes. The information-gathering portion of the course I taught was delivered through broadcast videos and textbook readings, as would be true of a traditional telecourse. However, e-mail substituted for phone and office visits and was found to be more efficient than either of those alternatives. The computer conference added the dimension of a classroom discussion--an element missing from the normal telecourse. Students found the system surprisingly easy to use, even those with almost no computer experience. This was important, as my purpose was not to teach computer literacy but rather to use it as a medium to teach history. …" @default.
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• W245921506 date "1989-08-01" @default.
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• W245921506 title "The Computer as the Great Communicator." @default.
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