Network Development Co-ordinator’s Update

As I write this introduction the sun is bright, the snow is thawing and I just wonder whether we may be about to say goodbye to the challenging weather and welcome spring! In which case, the transition to more spring-like weather will hopefully coincide with your well-deserved Easter/Spring break. Let's hope so!

It's been a really busy start to the year, with much to celebrate across our network. The articles included in this edition give you a flavour of some of the work going on within Centres - I hope you enjoy reading them! If you would like others in your organisation to be included in our email distribution list just drop me an email - dawn@karten-network.org.uk.

Finally, it seems appropriate to take a moment to remember and be thankful for the life of Professor Stephen Hawking. He was an absolute genius who was such an inspiration to so many in a multitude of ways. We should never underestimate how much Professor Hawking did in bringing the use of assistive technology into the public domain. How many times have we heard people refer to AAC devices as "one of those computer things that Stephen Hawking speaks with"? RIP Professor Stephen Hawking.

Dawn Green
Karten Network and Development Co-ordinator

Update from Mobile Technology Advisor

It’s been a bustled start to 2018 with much activity across the Karten Network. On the 6th of February many of the Centres across the network celebrated Safer Internet Day (more on this in News from the Karten Centres section). In case you missed it, a good resource on using your mobile device safely online: https://www.getsafeonline.org/smartphones-tablets This resource is produced by Get Safe Online is an public / private sector partnership supported by HM Government. A friendly reminder too that a great resource with lots of freebies is available on the Karten Network esaftey sub-site: http://karten-network.org.uk/esafety/

Weather and travel apps have been buzzing with activity too, as silent flurries of snow have repeatedly turned the UK into a winter wonderland.

Please share your favourite weather and travel apps with me or add them to the Mobile Technology Resource. On a snow day, it would be fun to know too what are your favourite apps you enjoy tapping on…photo apps, social media, books, music, games…?

Work I do in my non Karten Network capacity recently afforded me the incredible opportunity to escape the snow flurries and visit Apple’s headquarters in sunny California. Being able to wheel around parts of the Apple campus located at the iconic 1 Infinite Loop was surreal. Apple Park is incredible to behold. It is fascinating the amount of thought, design and technology has been incorporated into the facility. What was striking is how mindful Apple are to seamlessly integrate accommodations for people with disabilities into their facilities – contactless door openers (shown in the photo), tactile and clever acoustic cues make navigating the building a joy for all. It was evident that from the people I met there is an engrained commitment and passion at Apple to make their products as accessible and inclusive to people of all abilities.

Website

Last year many of you received a request to provide us with an update on your centre information listed on the Karten Network website. I’m pleased to say that to coincide with the publication of this newsletter I have released a new functionality to enable centre information to be edited and updated by Karten Centre Managers.

If your name is listed as the Karten Centre manager on the Centre information page, then once you login to the website an “Edit Centre Information” link will appear below the centre title – clicking on it will take you to an edit form allowing you to update the information. We encourage you to review and update that information as appropriate.

Should you require any assistance or have any questions, comments or suggestions, please feel to contact me.

With the General Data Protection Regulation (GDPR) being enforced from the 25th of May 2018 be sure to watch this space for more changes and new website functionality.

Learning to “Speak” Technology

It is said that technology has a language, and that language is called “code”. While the thought of learning to write code evokes mixed emotions, from fear to elation, it is becoming a good skill to have. As such I thought to provide one possible introduction to learning to program/code.

Some of you may be aware of the visual programming language, Scratch and its little programmable Scratch cat, particularly with the popularity of the Raspberry Pi. However, just as there are a multitude of programming languages (dialects of code, if you like), there are many programming apps out there. Apple’s Swift Playgrounds is a new generation of app that has been designed to teach people how to code. What’s more it has been specifically designed for the iPad.

While Swift Playgrounds was primarily aimed at children it has proven to be a fun and interactive way to learn basic programming concepts and create apps – with no prior programming knowledge needed.

Swift Playgrounds was released alongside iOS 10 and is available free from the iOS app store.

• To begin download Swift Playgrounds from the App store: https://itunes.apple.com/gb/app/swift-playgrounds/id908519492?mt=8
• Once installed, tap the Swift Playgrounds app
• You will need to add a “Playground” to your library – Tap on “New Playground”. This will take you to a new window featuring a selection of lessons and challenge activities. Tap on “Get” next to “Learn to Code 1”. You can go ahead and do this for “Learn to Code 2” and any other activities you would like to try.
• Once these have downloaded, tap on “Learn to Code 1” in your library. This will introduce you to Swift Playgrounds where you will meet and control a giant orange cartoon character with a single eye called "Byte".
• As you work through each lesson you will write code to tell Byte what to do.

Swift Playgrounds may seem rather basic at first, but it is possible to do quite a lot with it, and it uses real Swift code which could later be exported into more professional app development tools.

There are a growing number of Playgrounds compatible accessories including LEGO MINDSTORMS EV3 robots, MeeBot, Sphero SPRK+, Dash, Parrot drone, Skoog musical instrument…This means your code creation can go beyond controlling Byte on the iPad – you could control robots, fly a drone or play music.

I would be interested to know if anyone is either using Swift Playgrounds with their clients, either to teach coding skills or to create apps for them to use. Additionally, if you would like to see more “learn to code” type information/tutorials, please let me know.

Martin Pistorius
Karten Network Mobile Technology Advisor

TechAbility Service: Improving Outcomes through Technology

TechAbility is a new assistive technology and information technology service which aims to improve outcomes for people with Special Educational Needs and Disabilities in mainstream and specialist further education colleges and day/residential services.

As part of this service we have a team of Assistive Technologists who will be looking to support providers.

What does the service offer?

Assessments, training, resources and consultation. They will help you set targets and reach these targets through directed interventions.

What can you help with?

Technology that will improve access to learning and life. So you might want to find out what technology is available, or want the people you support to be reading and writing more independently; perhaps you think the way you assess individuals for technology needs reviewing or maybe you want staff to be upskilled to deal with specific access requirements. It is all about finding the specific measurable benefits to you.

Who will be delivering the service?

Fil McIntyre: Assistive Technologist Fil is passionate about the advantages the right technology can give to enhance life, communication and learning. He has provided training in assistive technology hardware and software to a wide range of professionals from schools, colleges, universities, charities and healthcare. In addition to his TechAbility role, Fil is the Lead Assistive Technologist at Beaumont College in Lancaster where he manages a team which assesses and supports students so they gain maximum advantage from technology. Prior to Beaumont College, as part of The BRITE Initiative, Fil delivered Assistive Technology training and support to every college in Scotland. Other positions Fil has held in this field are part of Inclusive Technology delivering Training and Consultancy in schools, colleges and care services across the UK and Assistive Technologist at Seashell Trust School and College in Manchester.

Neil Beck: Assistive Technologist Neil works in both specialist and mainstream education with both adults and children. He enjoys the challenges it brings, the difference the work makes and the fantastic work he observes every day. Alongside supporting students at National Star College Neil also develops and delivers the colleges outreach program, he is the Karten Lead for the organisation, is coordinating testing for exciting new technologies and works on a number of European projects. The most recent of these projects is looking practice and perspectives across Europe in Assistive Technology. Talk to him about what you want to achieve with your learners, how technology fits into this picture and what Yoga poses he has been trying/failing to get into.

Contact us to find out more! fil.mcintyre@natspec.org.uk and neil.beck@natspec.org.uk

Assistive Technology Webinar

Fil McIntyre recently presented a webinair; "Assistive Technology to Support Learners with SEND – where do I start?"

During this webinar Fil provided guidance on:

• Ensuring the technology in your setting is accessible to students with SEND.
• How and why to use the accessibility settings already provided in Windows and Mac systems.
• Making iPads and Android tablets more accessible and some useful apps.
• Straightforward accessible hardware – mice and keyboards.
• Where to get more assistance.

If you missed the webinair or simply wish to watch it again, you can do so at: https://register.gotowebinar.com/recording/7414517468678146305 (you may need to register first to view)
The handout from the webinair, is also available for download on the Karten Network website.

News from the Karten Centres

Treloar Enterprise Printing Solutions (TEPS)

TEPS provides high quality printing solutions to the local community and businesses and enables our students, aged 16-25 to develop vocational skills, work based understanding, team working and problem solving alongside development of communication skills. The overall aim of TEPS is to improve student’s employability through vocational training, achieve their long-term goals of a more independent life and contributing positively to their community. Students work at Entry Level 1 to 3, where Entry 3 is equivalent of Key Stage 3. Our students have a range of physical disabilities including Cerebral Palsy and Muscular Dystrophy, hearing and visual impairment as well as communication difficulties and dyslexia.

Within TEPS we strongly support the power of technology in order to encourage students, with often limited fine motor skills and literacy skills, to take ownership of their coursework, increase their engagement and independent study. The equipment most generously funded by The Karten Network in March 2017 has added to our capabilities and enhanced our students learning opportunities.

iPads

The funding from The Karten Network allowed TEPS to purchase 10 new iPads which included 6 x 9.7” iPad Pro’s and 4 x 12.9” iPad Pro’s all with protective cases. These iPads have been allocated to individual students and are used on a daily basis as an invaluable tool to support independent learning. Given our students disabilities, they have many different learning styles and for those with motor skill difficulties who struggle to complete written assignments and tasks the iPad enables them to create work independently. Students can use the iPad to either present typed work or use alternative methods such as diagrams to illustrate their work; this is then used for evidence of assessment. The iPads have also helped with their coursework, as their tutor has taken the paper based copy and recreated this in an app making it accessible to all, and the business enterprises that they undertake. This enables students to work anytime, anywhere and in particular when they are out in the community liaising with customers, researching goods and recording data and their experiences. Around a third of our students have visual impairments so the larger iPad Pro’s have also proved extremely beneficial compared to the previous model students were using.

Some comments from students who have been using the iPads:

"I started using a small iPad but I was having problems and had to direct the staff to help me. My tutor tried one of the big iPad’s with me and I found this easier. I could use the onscreen keyboard to type for myself. I could do some of my work myself. I like being able to type for myself" said John.

"I love my new iPad, I find it easier to use and can see everything better as it is bigger. I can do more by myself now" said Flora.

"We have made videos and animations in class. It is easier now and we can do more. They look great and it is fun" said Charlie.

MacBook, case and iMac

Students have been getting imaginative with their new MacBook and iMac which is enabling them to create instructional and informative iBooks. The new iMac, MacBook and iPads have increased storage capacity and coupled with the TimeCapsule it is very simple to now transfer and store large files in a central area where everyone can access.

Having a large display on the MacBook and iMac has meant it is more accessible for our visually impaired students. The portable MacBook has also enabled the students to create iMovies and iBooks both in the classroom and when they are out and about or in the residential houses in the evenings and at weekends.

The students can get more creative with short movies as the apps like Garage Band and iMovie on the MacBook and iMac have greater functionality. Students are also able to use them to manage their own iPads in terms of apps, music and book downloads.

Screenshots of iBooks which the students have created on either their iPad, the MacBook or iMac as part of their coursework.

Apple Accessories

We were able to purchase keyboards for the iPads, an Airport Time Capsule, Apple Pencils and Apple TV with the generous funding from The Karten Network. All these accessories are being used to support the iPads, iMac and MacBook. Students are particularly benefiting from using the Apple TV in the classroom as they can present their work, share information, show the movies they have created either as a group or individually from anywhere in the room, not only does this help with their communication skills but also with their self-confidence and provides an opportunity for peer feedback. Another benefit of the Apple TV is its voice control feature which enables the students to interact with the Apple TV by voice commands so that they can read onscreen labels, get in depth information about what they are watching, and navigate to various screens making it accessible to all the students and particularly beneficial to those with visual impairments. The Time Capsule is proving beneficial for backing up the Macs wirelessly and can be used in conjunction with the iMac on the residential houses at weekends or taken home.

Sublimation Printer

Our wonderful new Sublimation printer has allowed TEPS to widen its range of products and services as they can now produce larger scale prints on a variety of mediums such as mugs, t-towels, duvet covers, pillow cases etc. more cost effectively for customers. The new printer has enabled the process to be simplified so students can get more involved and we are able to reach new customers who may require larger size prints. The printer is set-up for high-volume and high definition printing and is extremely cost effective to run which helps the profitability of TEPS.

Students – past and present

Ultimately it is our students who are benefiting from the new equipment within TEPS and here is a snapshot of a few students, both past and present, and their aspirations:

• Isaac left Treloar’s in July 2017 and he has gone onto to do a catering qualification, the business skills which he has learnt during his time at Treloar’s are helping him in his current studies and future working life.
• Callum left Treloar’s in July 2017, his plan is to set-up his own quad biking business for people with disabilities. This is something which he is working on with his father and the business skills which he has learnt during his time within TEPS are helping him to get his new business off the ground.
• Will, a current student, runs a scrap metal business from his home; he is aiming to grow this business when he leaves Treloar’s. This is why he has chosen this particular type of qualification as it will enhance his business skills and help him run a successful business in the future.
• Current students Daniel, Flora and Rebecca all aspire to work within an office/reception type environment in the future. The work and qualifications they are undertaking in TEPS are providing them with skills such as telephone work, filing and customer communication which that they will need to work within these types of roles in the future.

Thank you

All at Treloar’s are exceptionally grateful for the ongoing generosity of The Karten Network which has allowed us to set-up and maintain TEPS as an excellent learning model for our students.

There is nothing more wonderful than seeing the students becoming empowered by the equipment they are using and watching them become independent learners who are taking ownership and pride in the work they are producing. Thank you to The Karten Network for making this possible” Helen Cronshaw, Treloar’s Learning Technology Manager.

Portland College

Sensory learners Art & Craft group use of the CleverTouch screen

The structure and routine of this session remains the same each week. I always use the CleverTouch. I start and end session with signature ‘Sign-up’ video Makaton signing song using CleverTouch. This is to ensure learners have opportunities to develop their understanding and memory; have visual and tactile stimulation; improve listening skills, cognitive skills and their personal engagement.

The CleverTouch has improved the learner’s learning experience (like Isobel X; Amy X and Lewis X) as they all engage more as activities can be set at different levels on CleverTouch either using an app e.g. functional skills app/internet link. The learners use the CleverTouch like the old touch screens and they seem very familiar with it, maybe because they used one in the old schools. This has proved very useful as some of this group have access issues to the computer or smaller devices like an iPad. The CleverTouch has helped the learners to focus better and they have no access issues to the CleverTouch as it is adjustable.

Using the interactive CleverTouch at the front of the learners has encouraged more interactivity between staff and learners. I can save digital artworks made by the learners and capture observations e.g. their visual work is now very large on the screen great for ‘show and tell ‘activity / evaluation. I collect evidence using photos and videos of the learner using this large screen. CleverTouch is great for presenting work can play learners artwork / evidence on a video loop.

Example of how sensory learners use the CleverTouch to take up opportunities to:

• look at shapes
• tap, stroke the screen & make ‘circle’ movements using the tools in ‘Note’ to draw make marks
• point to what have drawn e.g. a colour or a shape
• show intentions with their mark making
• can repeat the activity over and over
• erase it
• share the experience with another learner
• imitate simple actions by staff member
• developing new skills e.g. locate a picture from the internet, power point, word doc, or app
• learners can explore cause and effect
• make a choice /have a preference for an activity e.g. the sensory app

When using the CleverTouch learners require support/encouragement to:

• Exploration of digital stimuli
• With control, communication and choice making
• Movement - have to get up / move over to the CleverTouch and stretch to use screen
• Exploration of digital objects
• Intensive interaction - if staff mirror learner’s use
• Use of the sensory apps

New Bridge

Digit4ll brave the Dragons’ Den!

The DIGIT4LL Pathway gave a ‘Dragons’ Den’ presentation to a panel of 6 business leaders at PricewaterhouseCoopers LLP in Manchester.

The trip out was part of our Young Enterprise workshops in which the students run their own printing and video businesses. They did so well! Each student took a turn at speaking and they were all so confident.

The corporate building was quite overwhelming, even upon entering we were all a little confused as there were no numbers on the inside of the lifts. You had to choose your level beforehand…very fancy!

Our students were also being employed by the Young Enterprise company to create a video of the event. So not only were the students having to present their business, they were actually putting it into practice and being paid £500 for the job too!!! As all the profit made by the students goes to them as shareholders of their business, it was a good day’s work.

The group were all very impressed when they found out the coffee machine supplied unlimited cappuccinos or hot chocolate…for free! I think Lewis had 3 of them! Take a look as he sits back on his coffee break – he looks right at home in such a corporate world.

Josh and Lewis sat back and took in the city skyline from this high-rise building in the centre of Spinningfields which is the heart of the financial quarter of Manchester. I wonder what they were thinking: “When will I work in an office like this?”, “What a view!” or maybe “When do the free biscuits come?”.

Whatever they were thinking, I know they enjoyed the experience. After coming out of the ‘Dragons’ Den’ presentation, Lewis said: "This is an experience I’ll never forget…it was fantastic!"

Mitchell completely blew me away when he said: "The Dragons gave us some real constructive feedback on using social media to improve our marketing."

These students impress me more and more each year. After the success of last year’s awards in London, I’m looking forward to reporting on how the next few months unfold.

Digit4ll at the Trafford Centre Trading Fair

The students from the Key Stage 5 enterprise ‘UnITe’ pitched a stall at the Trafford Centre Trading Fair. This is a Young Enterprise event where schools from all over the North West showcase their enterprise products. The Digit4ll students arrived early to set up their banner, position their advertisements and display their products. Take a look at the gang as they await customers, proud as punch to be in such a prime location.

The students handed out plenty of flyers and business cards so we’ll see what custom that generates in the coming weeks.

Sometimes these kind of events are as much about networking as anything else, and we made a great link with the video production team at the Trafford Centre who want us to come in and do some work with them. We can’t wait for that!

This year we have also been asked to film the event as part of a documentary Young Enterprise have commissioned us to make. Matty, Hasnain and Cameron did a sterling job interviewing the different schools on camera.

Seashell Trust

Safer Internet Game

To celebrate this year's Safer Internet Day Matt Daly, Seashell Trust's Assistive Technologist created an interactive game for students. This game can be played by visiting: https://at-games.seashelltrust.org.uk/assets/Internet_Safety/index.html

RNIB College Loughborough

Internet Safety Day at RNIB College Loughborough

Following the theme of Internet Safety day 2018 – “Create, Connect and Share Respect - A better internet starts with you” a group of RNIB College students got together to prepare a short presentation about staying safe online and a role play about E-Safety that they would show to all the students during our Newsdesk.

During the presentation the three students went through the E-Safety Top Tips, particularly focusing on not sending texts / messages / pictures to strangers, not sending nasty texts or messages, keeping passwords safe and thinking before you post something online.

The students then did a short role play about friends who sent a joking text message to another friend who didn’t take it as a joke and who was hurt. The role play highlighted how texts can be misunderstood.

As well as the presentation and role play the College wants to know how the students use technology and what information or extra support students and parents/carers might need to stay safe online. This has involved the College Council taking Internet Safety as its next focus and preparing a survey for the students at College. The College has also sent out surveys to parents asking them for feedback.

This information will be used by the Technology User group to steer the development and use of devices and safety advice for students in College and will also be sent to parents/carers to support them in keeping their young person safe online.

How attending a Karten Network Event has helped me to do my job better.

Just before Christmas I attended a Karten Network Technology Event. The workshops included the use of technology for a person with sight loss and use of mobile technology for the wider community. One of the speakers, who has sight loss, talked about how technology had made his life better and he demonstrated the Microsoft Seeing AI app.

The Seeing AI app was designed for the blind and partially sighted community, but has also been identified as being useful for people with dyslexia. It is only available on iOS at the moment, but hopefully Microsoft will make the app available for Android also. The app uses artificial intelligence (AI) to open up the visual world by using the device’s camera to perform a number of functions including:

• Reading long documents
• Reading short text as soon as it appears in front of the camera
• Identifying a product from its barcode
• Recognising people and giving a description of their appearance
• Describing scenes
• Identifying currency
• Identifying colour
• Identifying the level of light
• Recognising images within other apps

As soon as I was able to I downloaded the app on to my iPad and started showing my students how to use it. Part of my role is to ensure students with sight loss are given the correct equipment and support to enable them to continue their studies.

Recently I had a technology review with a student, who is studying A Levels in a mainstream college, with support for her sight loss from RNIB College. She had been supported to explore a range of equipment including text / print reading apps, screen readers, scanner readers and personal video magnifiers. However, up till this point she had refused to use any sight loss specific technology, because she did not want to be seen as “different” or “disabled”, and using technology designed for people with sight loss generally made her feel that way. Instead she used her iPad to make notes, to read books and class handouts by increasing the text size, and to do all her assignments. This was taking her a very long time and she was falling behind with her course work, and, of course, getting very anxious and stressed.

When I met with her and her mainstream college tutor in January 2018 I demonstrated the Microsoft Seeing AI app and she was immediately interested. We tried out the handwriting reader, and the app read her handwritten notes that she had painstakingly written out. It read her class handouts, and we were even able to email the notes to her directly so that she could re-read them at home.

We laughed at the way it described us and were impressed with the description of the scenery. And best of all she could plug in headphones, or use Bluetooth wireless headphones, and none of her classmates would pay any attention to her and she could still use her iPad, and wouldn’t feel “different” when using the app.

Today I was told that she has already shared the information about the app with her sister, who also has sight loss, and has been using it in her lessons. I am so glad that I attended the Karten Network Event, and that I learned about this app. I am now hopeful that I will hear positive news about the student and that the app is helping her to keep up with her studies in College, and is helping her in other ways also.

I think the beauty of the Seeing AI app, apart from the fact that it is free, is that it uses mainstream technology so that young people with sight loss don’t feel that they are different, while giving them tools to support them in their studies and in developing their independence. My next task is to convince a student, who is a real technophobe, to give the app a try.

Article by, Anna Janicky (Tutor at RNIB College Loughborough)

Jewish Care Explore

Discover how you can fall in love with technology.

Where we were and where we are now

Before we received funding, the centre was an antiquated computer lab, with PCs on fixed desks against the wall and assistive technology locked away in the cupboard. Customers join as members and came to the Centre for one-to-one support with volunteers, but were neither assessed nor evaluated. In addition to this, support was provided by untrained volunteers and customers were not really learning.

What we've got now is a vibrant room, with flexible desks, for training and drop in use, as well as a comfortable seating area for people to just play around with technology. It's equipped with PCs, iPads, Android tablets and a whole range of other mainstream and assistive technology. We also have a quiet break out area for customers who wish to have more discreet one-to-one support.

We are running PC, iPad and Android tablet courses covering the basics, as well as Using email, Surfing the Internet, Facebook and Skype. Courses are being taught by a paid member of staff, using a bespoke syllabus that we have written with the help of a trainer.

We are also running a drop-in service, manned by trained volunteers, for customers to get help and support as and when they need it. New customers are assessed by a member of staff when they become members and before they sign up for a course.

Before

After

How we got here

Our research helped us redefine our audience, as well as refocus the service. As we take an inclusive and user-centred approach to our work, it was vital that we engaged with new and prospective customers within our community. We also engaged with staff and volunteers to ensure that we had a well-rounded view of both needs and resources. The key elements of the process were as follows:

• Research;
• Customer definition and segmentation;
• Service design, including the determination of service objectives, focus and customer outcomes;
• The specification and procurement of new equipment, Including advice from external sources, such as Martin Pistorius, Apple Store in Brent Cross and ZOHO.
• The recruitment and training of staff and volunteers;
• The set up of new systems and operational processes;
• Rebranding;
• The development and implementation of the launch marketing plan;
• The assessment and migration of existing customers;
• The redesign and redecoration of the room; and
• The creation and rollout of the syllabus.

The big changes thus far

As the service rebranded and re-launched in September 2017, it's still early days, but we have already seen an incredible transformation. Having introduced the courses, we are now able to support people on their learning journey in a much more structured and measurable way. In addition to this, by having a flexible drop-in service, we can easily assess people's needs and direct them to either the support or course that they need. The drop-in service also allows us to introduce all manner of technology to people in a friendly and relaxed way.

What's the impact?

What really matters to us is how the new service is helping older and disabled people lead more meaningful lives.

Case 1. Marietta A

Marietta Is 60 years old and has a visual impairment and is also a wheelchair user. She has been using our service for the last 2 years and used to receive one-to-one support from one of our volunteers, learning how to use a desktop computer. Her family bought her an Android tablet that she brought into the centre, in order for us to show her how it worked. It took Marietta just three months to properly use her tablet, and is now also using our tablet mount system, stylus and headphones to watch documentaries on YouTube, to look for information online and send and receive emails using a voice dictation app.

Case 2. Doreen J

Doreen wanted to find out how to use her iPad. She initially came into the service with her brand new iPad still in its box, although her family had bought it for her several months earlier. She seemed very insecure and kept saying that it’s impossible to learn at this age, as she is over 70. She attended our 10 week Basic iPad skills course in a small group, along with three other people. Ten weeks later, she had learnt how to use her iPad to take pictures, look for information online and communicate with family and friends.

On graduation day, Doreen said to us: “It’s a new vista and as you get older, you need this. It's fantastic. I can read my news online, watch operas on YouTube and find things ou. I no longer feel like a prisoner at home. I feel connected. I was so frightened when I came in first and the team have been so patient.”

Case 3. Cynthia B

Cynthia learned how to use her laptop at our centre. She had noticed that all her relatives were using tablets and smartphones, and she was worried that she wouldn't be able to catch up with technology. At the same time, as she is 86, she is finding it very hard to carry her heavy laptop and charger around. As such, she has decided to register for our iPad course.

Cynthia said: “My life has changed with this course. I’ve learnt so much and there’s more I can manage on my own. I have a lot of grandchildren across the world and they are all contacting me on email. I’ve learnt how to communicate with them online.”

What the future looks like?

Our plan is to continue the rollout of the "in reach" service, adding new courses and enjoying new memberships. However, another key aspect of our plan is to roll out and outreach program, supporting those within the local community who are not able to come into the centre.

White Lodge Centre

In September 2017 we were very lucky to receive £25,000 from the Karten Network to spend on technology equipment. We used the money to buy a huge interactive white board, an Omi projector and 10 iPads. Our members have already experienced the benefits of using this equipment since November.

Russell has been visiting the White Lodge Centre since October 2016. Russell likes to come in to socialise and has made many new friends.

"I went to another centre before but I like it here much more. I like the different activities such as: music quizzes, a card game of Uno or an outing to a pub. There are some new activities on the program like a game of Boccia. I really like that. I also enjoy the new Omi-projector. It projects images on to a table top. If you touch the image with your hand, the image will move, balloons will pop, eggs will break, leaves scrunch, fruit squidges. It is a lot of fun to do. Also the new interactive whiteboard is nice. We played Pictionary and a game of hangman on it. Hopefully when the weather is better we will go on an outing to a pub or a garden."

Keeping in touch

You can keep up to date with the activities of the Karten Network in a number of ways:
 
Karten Network website – www.karten-network.org.uk
 
Jiscmail - are you signed up to the jiscmail distribution list?  Let Dawn know if you would like any other members of staff adding to this email group
 
Follow us on Facebook and Twitter – search for Karten Network
 

Contact us

Dawn Green:   dawn@karten-network.org.uk     Tel 07821 723941

Angela Hobbs:   kartentrust@aol.com

Martin Pistorius:   martin@karten-network.org.uk

Debbie Ben-Tal:   debbie@karten-network.org.uk