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