Exploring Auditory Graphing Software in the Classroom

Students who are visually impaired make up a population with unique needs for learning. Some tools have been developed to support these needs in the classroom. One such tool, the Graph and Number line Input and Exploration software (GNIE), was developed by the Georgia Institute of Technology Sonification Lab. GNIE was deployed for use in a middle school math classroom at the Georgia Academy for the Blind (GAB) for 2 years starting in fall 2012. We interviewed the middle school math teacher throughout the deployment to learn about the challenges faced when teaching: lesson planning, execution, and review. We also observed how these changed when using GNIE compared to traditional teaching materials. During these 2 years, we conducted interviews and focus groups with students to learn about their attitudes toward tactile graphs compared to auditory graphs. With these in mind, we present lessons learned from the use of GNIE in a real-world classroom and implications for design of software to aid graphical learning for students with vision impairments.

[1]  Robert Upson,et al.  Educational sonification exercises: Pathways for mathematics and musical achievement , 2002 .

[2]  Hennie Brugman,et al.  Annotating Multi-media/Multi-modal Resources with ELAN , 2004, LREC.

[3]  Christopher Rao,et al.  Graphs in Statistical Analysis , 2010 .

[4]  Bruce N. Walker,et al.  What did you say?: visually impaired students using bonephones in math class , 2013, ASSETS.

[5]  Teresa Franklin,et al.  Mobile math: math educators and students engage in mobile learning , 2008, J. Comput. High. Educ..

[6]  Bruce N. Walker,et al.  Auditory Interfaces and Sonification , 2009, The Universal Access Handbook.

[7]  S Brewster,et al.  Visualization tools for blind people using multiple modalities , 2002, Disability and rehabilitation.

[8]  K. Rassmus-Grohn,et al.  AHEAD - Audio-Haptic Drawing Editor And Explorer for Education , 2007, 2007 IEEE International Workshop on Haptic, Audio and Visual Environments and Games.

[9]  David T. Conley.  Crosswalk Analysis of Deeper Learning Skills to Common Core State Standards. , 2011 .

[10]  Bruce N. Walker,et al.  Displaying error & uncertainty in auditory graphs , 2012, ASSETS '12.

[11]  Kenneth I. Joy,et al.  Sound graphs: A numerical data analysis method for the blind , 1985, Journal of Medical Systems.

[12]  Bruce N. Walker,et al.  Graph and Number Line Input and Exploration (GNIE) Tool Technical Report , 2014 .

[13]  Jodi Aronson.  A Pragmatic View of Thematic Analysis , 1995 .

[14]  John A. Gardner,et al.  Access by Blind Students and Professionals to Mainstream Math and Science , 2002, ICCHP.

[15]  Bruce N. Walker,et al.  Tick-marks, axes, and labels: The effects of adding context to auditory graphs , 2002 .

[16]  Michelle Melton,et al.  STEM: Science Technology Engineering Mathematics. State-Level Analysis. , 2011 .

[17]  Benjamin K. Davison.  Evaluating auditory graphs with blind students in a classroom , 2012, ASAC.

[18]  J TomlinsonBrianna,et al.  Exploring Auditory Graphing Software in the Classroom , 2016 .

[19]  R. Likert.  “Technique for the Measurement of Attitudes, A” , 2022, The SAGE Encyclopedia of Research Design.

[20]  Don E. McLaughlin,et al.  AUDITORY AUGMENTATION OF HAPTIC GRAPHS: DEVELOPING A GRAPHIC TOOL FOR TEACHING PRECALCULUS SKILL TO BLIND STUDENTS , 2005 .

[21]  John H. Flowers,et al.  THIRTEEN YEARS OF REFLECTION ON AUDITORY GRAPHING: PROMISES, PITFALLS, AND POTENTIAL NEW DIRECTIONS , 2005 .

[22]  Lorna M. Brown,et al.  BROWSING MODES FOR EXPLORING SONIFIED LINE GRAPHS , 2002 .

[23]  Bruce N. Walker,et al.  Effects of Auditory Context Cues and Training on Performance of a Point Estimation Sonification Task , 2005 .

[24]  Terri L. Bonebright,et al.  Sonific ation Report: Status of the Field and Research Agenda , 2010 .

[25]  Peter Maurer,et al.  The Cambridge Handbook of the Learning Sciences , 2022 .

[26]  Robert Upson.  SONIFICATIONS AS MATHEMATICS TEACHING TOOLS , 2001 .

[27]  Christine Fox,et al.  National Educational Technology Trends: 2012. State Leadership Empowers Educators, Transforms Teaching and Learning. , 2012 .

[28]  Andrew A. Zucker.  Development and Testing of Math Insight Software , 2006 .

[29]  Mary Ann Wolf,et al.  The Digital Learning Imperative: How Technology and Teaching Meet Today's Education Challenges. Digital Learning Series. , 2012 .

[30]  Sasha A. Barab,et al.  Design-Based Research: A Methodological Toolkit for the Learning Scientist. , 2006 .

[31]  John G. Neuhoff,et al.  Sonification Report: Status of the Field and Research Agenda Prepared for the National Science Foundation by members of the International Community for Auditory Display , 1999 .

[32]  John M. Downes,et al.  Educators Engage Digital Natives and Learn from Their Experiences with Technology , 2012 .

[33]  Elizabeth A. Lahm,et al.  Implementation of Assistive Technology with Students who are Visually Impaired: Teachers’ Readiness , 2002 .

[34]  Stacy M. Kelly.  Use of Assistive Technology by Students with Visual Impairments: Findings from a National Survey , 2009 .

[35]  Linda Godzicki,et al.  Increasing Motivation and Engagement in Elementary and Middle School Students through Technology-Supported Learning Environments. , 2013 .