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Project no: nr8005
Publication title: Information should be visual: New and emerging
technologies and their application in the VET sector for students who
are Deaf and hard of hearing
This project explored Deaf and hard of hearing students’ current
use of new and emerging learning technology in a range of technical and
further education (TAFE) institutes across Australia. There is a growing
use of learning technology in TAFE institutes and many more students are
using technology to gain access to their studies and to enhance their
participation in TAFE. However, there is little research studying the
use of technology by students who are Deaf and hard of hearing.
Specifically, the study aimed for Deaf and hard of hearing students in
VET learning contexts to:
- identify barriers to the introduction and effective use of new learning
technologies
- identify learning technologies that are currently being utilised
- review the appropriateness of these technologies
- identify issues relating to the introduction and use of new learning
technologies
- identify issues and implications for the use of learning technologies
particularly in relation to infrastructure requirements, staff development
and resource allocation
- identify best practice models for use of new technologies
It was found that while Deaf and hard of hearing students were using
the learning technologies to aid them in their studies, significant barriers
exist in their implementation and use.
New learning technologies for Deaf and hard of hearing students:
- aided communication, especially when email and Internet chat are
used
- increased in building self-esteem through self-directed learning
- assisted in the presentation of classroom data through the use of
electronic whiteboards
- enabled the use of word-processing programs to improve spelling and
grammar
- increased the potential for visual information to be made available
in the classroom through the use of data projectors
New learning technologies for Deaf and hard of hearing students were
a barrier because of:
- the high level of English literacy needed to access the web sites
and CD ROMs
- the increased number of points in a room on which Deaf and hard of
hearing students have to focus to access information (i.e. the interpreter,
the whiteboard and the computer screen)
- the physical arrangements of computer rooms, which inhibit communication
between Deaf and hard of hearing students due to the computer creating
a visual barrier between them
- the low level of awareness of TAFE staff in the use of new learning
technologies with Deaf and hard of hearing students
- the high cost of purchasing suitable equipment
- the ‘invisibility’ and low incidence of Deafness and the
consequent low priority given to these students by institute management
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