ABSTRACT
During the COVID-19 outbreak, all the physical classes suspended, and switched to online learning. The new era of learning presented several challenges for the teachers and students. The students did not have the opportunity to participate in the classroom activities successfully as a physical class due to a lack of educational creativity, a lack of digital tools, and a dependency on the internet. Strengthening self-directed learning and improving the technical infrastructure are required, to advance innovation-centric education from "teaching" to "learning" and to develop digital literacy. By incorporating technology into classroom instruction everyone can understand the concepts and realize their right to education. The recent technological advances in deep learning are referred to as Generative Adversarial Networks (GANs). The GANs used as an Assistive Technology (AT) to generate the sequence of images of the descriptive input text. The goal of this review is the Visual Storytelling by utilizing the Text-to-Image GAN which strengthens self-directed learning through visualization and improve the critical thinking, and logical reasoning. © 2022 IEEE
ABSTRACT
This explanatory sequential mixed-methods study sought to describe the implementation process of AT/AAC from school to home during the COVID-19 pandemic, including the extent to which AT/AAC was used, how AT/AAC was used, and what, if any, support the school systems provided. A researcher-designed survey was completed by 104 special educators and 45 parents. Seventeen follow-up interviews were conducted with educators and parent participants. Results of the study demonstrated the importance of clear communication, explicit expectations and procedures for AT/AAC use, and collaboration among stakeholders if AT/AAC implementation is to be as effective as possible. © ATIA 2022.