When Words Alone Don't Speak: Preliminary Findings from a Higher Education Program with Innovative Delivery Technologies
Christopher Klopper, Wendi Beamish, Helen Klieve · 2016
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.