When Words Alone Don't Speak: Preliminary Findings from a Higher Education Program with Innovative Delivery Technologies
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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.
Proceedings of The 2017 International Conference on Advanced Technologies Enhancing Education (ICAT2E 2017)
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Curriculum and Pedagogy not elsewhere classified