Educational technology has relied heavily on ideas from many branches of learning. Two theories that have contributed greatly, however, are Artificial Intelligence in Education (AIED) and Human Computer Interaction (HCI).
The first theory, AIED is concerned with the application of artificial intelligence techniques and concepts to the design of systems to support learning (International Journal of Artificial Intelligence in Education, 2007). Within AIED there is a focus on the design of learning materials and creation of practical models.
The second theory to have an impact on educational technology is HCI. According to Issroff and Scanlon (2002), the key framework of HCI "has been information processing and cognitive psychology, with a focus on the task and the ways in which users perform tasks". HCI has evolved to include "interpretations and explanations of the culture and context which surrounds the use of systems" (Issroff & Scanlon, p. 8). This theory influences the way we frame our research and thinking about learning with technology.
When we consider how these theories apply to the case of visual impairment, we must look at each separately. AIED has significant implications to the creation of materials and technologies for those with visual impairments. Prior to the design of new technology, manufacturers must consider how the learning environments will support the use of the tool. Educators looking at adapting materials or creating a media-rich classroom should base these changes on a theoretical foundation.
HCI theory is currently being driven by the sighted, but there must be "a paradigm shift in human-computer interaction (HCI) that shifts the burden of interpreting behavior from the human to the computer" (Jacko, 2001). By introducing more adaptive interfaces, technology can be opened up to many more students in many more classrooms.
References
International Journal of Artificial Intelligence in Education (2007). Retrieved June 1, 2007 from http://aied.inf.ed.ac.uk/.
Issroff, K. & Scanlon, E. (2002). Educational technology: The influence of theory. Journal of Interactive Media in Education, 6, p. 1-13.
Jacko, J. (2001). Visual dysfunction and human-computer interaction. Retrieved June 1, 2007 from http://www.ercim.org/publication/Ercim_News/enw46/jacko.html.
