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[senit] Simultaneous use of Touchscreen/mouse and Switch

Sean O'Sullivan sean.frankwise at easynet.co.uk
Sun Mar 4 20:34:30 GMT 2007

Article: [senit] Simultaneous use of Touchscreen/mouse and Switch

Hi Sarah,

Not a direct answer, but do take time to look at this video on  
YouTube - multitouch interaction with a display allowing simultaneous  
touches (whether it happens to be one person using two hands or two  
separate children):
http://www.youtube.com/watch?v=BpTBn7NsON4

Sean O'Sullivan
sean.frankwise at easynet.co.uk
Deputy Headteacher
Frank Wise School, Banbury
http://www.frankwise.oxon.sch.uk

http://www.parkroadict.co.uk


On 4 Mar 2007, at 16:05, Sarah Greenland wrote:

> *Commercial interest declared*
>
> I'm currently working on a follow-up to Touch Balloons.  This  
> program will focus on using the fingers to drag and touch.  It will  
> also have switch access.  I've been asked about the possibility of  
> having both forms of access available simultaneously.
>
> Most of my relevant experience comes from working in a hospital  
> setting, so I could use some more opinions on how this would work  
> out in schools.
>
> The school that I'm trialling the software in uses large communal  
> touch screens.  Because of the children's disabilities, they can  
> only drag over a small section of the screen.  So - they work in  
> tandem.  One child drags over the left hand section of the screen,  
> a second picks it up for the central area, and a third drags  
> towards the right.
>
> So:
> 1) How usual is it for children to work together on an access program?
> 2) Would touch users and switch users commonly work as a team?
> 3) Is it acceptable to block out one form of access temporarily to  
> allow a child who has started an action to complete it?  For  
> example, to prevent an overenthusiastic switch user from dominating  
> proceedings?
> 4) If a temporary block is in place, is it OK for the program to  
> revert to a neutral state after a configurable period of time?
>
> Thanks
> Sarah Greenland
>
>
>


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