When Words Alone Don't Speak: Preliminary Findings from a Higher Education Program with Innovative Delivery Technologies
- DOI
- 10.2991/icat2e-17.2016.3How to use a DOI?
- Keywords
- instructional delivery technologies, Australian sign language, deaf education
- Abstract
Sign bilingual education, as an approach to the education of deaf children, has been recognised in Australia for many years. The effective implementation of this approach requires teachers to have a sound linguistic knowledge and communicative competence in Australian Sign Language (Auslan), as well as an understanding of current theory and research in pedagogical practices. This paper explores preliminary findings of a case study that utilised design-based research to deliver a specialised program in Australian Sign Language Studies to a group of teachers and teaching assistants working with deaf students throughout the state of Queensland, Australia. Findings reveal that the use of technology was a facilitating factor in the student's learning rather than an objective of learning. The approach utilised highlights the pedagogical possibilities that delivery technologies for learning offer in Higher Education.
- Copyright
- © 2017, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Christopher Klopper AU - Wendi Beamish AU - Helen Klieve PY - 2017/03 DA - 2017/03 TI - When Words Alone Don't Speak: Preliminary Findings from a Higher Education Program with Innovative Delivery Technologies BT - Proceedings of The 2017 International Conference on Advanced Technologies Enhancing Education (ICAT2E 2017) PB - Atlantis Press SP - 10 EP - 13 SN - 2352-5398 UR - https://doi.org/10.2991/icat2e-17.2016.3 DO - 10.2991/icat2e-17.2016.3 ID - Klopper2017/03 ER -