An Australian Case Study of Delivering a Higher Education Program through Innovative Instructional 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 reports 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. The findings recognise that the use of technology was a facilitating factor in the student’s learning outcomes rather than an objective of learning. The approach utilised highlights the pedagogical possibilities that innovative instructional technologies for learning offer through the evolution of collaborative use and not simply through revolutionary practice.
Literacy Information and Computer Education Journal
© 2017 Infonomics Society. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal website for access to the definitive, published version.
Specialist Studies in Education not elsewhere classified