Objective: 

Students will research different disabilities that may limit the use of traditional computational tools and propose new software solutions that improve accessibility for creating multimedia artifacts.

Materials Needed: 

• Research materials (books, articles, printed resources)

• Poster paper

• Markers

• Sticky notes

Steps:

• Introduction: 

  • The teacher introduces the concept of accessibility and usability in technology, explaining how some disabilities limit the use of traditional tools for creating digital artifacts like images, music, or videos. 

  • Students conduct a short research project on various disabilities and brainstorm ideas for software that could help make multimedia creation more accessible.

• Activity: 

  • In small groups, students research disabilities such as visual or hearing impairments, using books and articles to learn how these conditions affect a person’s ability to use standard computational tools. 

  • After gathering their research, students brainstorm ways technology could be adapted to meet the needs of people with disabilities. 

  • Ideas might include voice-activated commands, graphical displays of sound for the deaf, or sonification of images for the visually impaired. 

  • They document their ideas on posters, using sticky notes to refine and improve their proposed solutions based on feedback from peers.

• Presentation: 

  • Groups present their research findings and proposed software solutions to the class, explaining how their idea would make digital creation more accessible for those with disabilities.

Equity and Access: 

Provide simplified research materials and templates for students needing additional support, and encourage diverse groupings to promote collaborative problem-solving.

Real-World Connection: 

Discuss how companies like Google and Microsoft develop tools that make technology accessible to all, including screen readers, voice commands, and other adaptive tools.

CS Practice(s): 

• Foster an Inclusive Computing Culture: Students anticipate the needs of diverse users and propose ways to improve accessibility and usability in multimedia creation. 

• Collaborating Around Computing: Students work together to research, brainstorm, and refine their ideas.

Standard(s): 

• CA CCSS for ELA-Literacy W.5.7

• CA CS 3-5.AP.21

Objective: 

Students will research disabilities that affect the use of traditional multimedia tools and develop physical prototypes of accessible tools that allow for the creation of digital artifacts, such as music or visual media.

Materials Needed: 

• Cardboard

• Construction paper

• Markers

• Simple electronics (LEDs, buzzers, etc.)

• Glue

• Scissors

• Research materials

• Video recording devices (for documenting prototypes)

Steps:

• Introduction:

  • The teacher introduces the topic of accessibility in technology, explaining that students will design physical prototypes of tools that make multimedia creation easier for people with disabilities. 

  • They will research various disabilities, brainstorm solutions, and create models of their ideas.

• Activity: 

  • Students work in small groups to research disabilities that can impact access to traditional digital tools, such as blindness, deafness, or motor impairments. 

  • Using books, articles, or websites, they gather information about how these conditions limit the use of tools like keyboards, computer mice, or screens. 

  • Afterward, students brainstorm and sketch out ideas for new physical tools that could help. 

  • For example, they might create a tactile musical instrument for the visually impaired or a large-buttoned video editing console for users with limited mobility. 

  • Once their ideas are sketched, students create a physical prototype using simple materials like cardboard, electronics, or clay, demonstrating how their tool would be used. 

  • They record short video clips to explain the function of their prototype and the specific accessibility challenges it addresses.

• Presentation: 

  • Each group presents their physical prototype to the class, using their video documentation and the prototype itself to explain how their design meets the needs of people with disabilities. 

  • Students also share what they learned from their research and how it guided their design choices.

Equity and Access: 

Provide prepared materials (such as pre-cut cardboard pieces or basic electronics) for students needing extra support. Encourage mixed-ability groupings to foster collaboration and creativity.

Real-World Connection: 

Discuss how companies like Microsoft and Apple design physical devices, such as specialized keyboards and accessibility tools, to support users with diverse needs and abilities.

CS Practice(s): 

• Foster an Inclusive Computing Culture: Students design and present physical prototypes that address accessibility challenges for multimedia creation. 

• Creating Computational Artifacts: Students develop a physical model that represents their proposed solution for users with disabilities.

Standard(s): 

• CA CCSS for ELA-Literacy W.5.7

• CA CS 3-5.AP.21