Electronic books: Are they effective educational tools for students who are deaf or hard of hearing?

This literature review will examine the effectiveness of electronic book features on students’ reading development in the general education population and investigate whether or not these digital tools could be a useful tool and/or supplement in literacy for students who are deaf and hard of hearing

INSTRUCTIONAL DESIGN FOR DEAF STUDENTS: AN EXPERIMENTAL STUDY OF MULTIMEDIA INSTRUCTION AND COGNITIVE LOAD

Given that students who are deaf face learning challenges as a result of delays in language acquisition and reading comprehension skills, educators presume that the use of multimedia will aid in comprehension of novel information as it does with hearing students. This study examined the impact of multimedia on comprehension and cognitive load for students who are deaf. More specifically, this study aimed to determine whether there is a significant difference in the learning comprehension and cognitive load of deaf students exposed to two multimedia formats, compared to students exposed to a single format. Research participants were 64 students recruited from the student population at an institution of higher learning for students who are deaf in eastern United States. Participants were randomly assigned to one of three instructional treatments: text-only, picture-plus-text, or picture-plus-sign language. Instructional treatments were developed into online instructional modules and delivered through a web-based learning management system. Statistical analysis of comprehension test scores found significant difference between picture-plus-text treatment and text-only treatment on learning comprehension; no statistical significance between text only and picture-plus-sign language and no statistical significance between picture-plus-text and picture-plus-sign language on learning comprehension. Statistical analysis of NASA-TLX scores found a significant difference between the text-only treatment and the picture-plus-text and between text-only treatment and picture-plus-sign language treatment on cognitive load; and no significant difference between picture-plus-text and picture-plus-sign language treatment on cognitive load

ImpacT2 project: preliminary study 1: establishing the relationship between networked technology and attainment

This report explored teaching practices, beliefs and teaching styles and their influences on ICT use and implementation by pupils. Additional factors explored included the value of school and LEA policies and teacher competence in the use of ICT in classroom settings. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 816 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of IC

Exploring the Integration of Disability Awareness into Tertiary Teaching and Learning Activities

A desire to have every student attending our University be aware of, and reflect on, disability in their studies and future careers, initiated our project to explore how to enhance disability awareness within all our University’s papers. In this project we systematically reviewed pertinent literature and ran an action research workshop for staff. Strategies to enhance disability awareness identified in the literature and workshop were presented and verified at an interactive conference presentation. Embedding disability awareness into curricula is challenging; staff considered themselves powerless to bring about change in their departments, but thought that one way to do so would be by modelling inclusive behaviour and by introducing subtle inclusive practices into papers taught. The identified strategies may be of use to others contemplating similar curricular modifications

Attitudes Towards Use of Hypermedia in Hearing Impaired Students’ Pedagogy

This study investigated the attitudes on use of hypermedia based on constructivist learning context. Traditional methods and tools applied in classrooms are not found to be attractive or thrilling resulting to boredom, fatigue and negative attitude towards learning. New technologies such as hypermedia proved to be successful for improving the ability of deaf children in pedagogical process promoting attention, interest and attitude. While using hypermedia can be viewed as a new platform for delivery, there are still many teachers who look to hypermedia as a replacement of their current teaching methods. The objectives of the study were to; investigate students’ attitude towards the use of hypermedia and establish teachers’ attitude on use of hypermedia. The study was informed by constructivist theory emphasizes learner-centered learning. The study assumed a pragmatic research paradigm adopting mixed methods using quasi experimental approach involving Solomon four nonequivalent control group design.  The sample size consisted of 79 students and 10 teachers. Data instrument was questionnaire. Data were analyzed through inferential statistic chi- square and descriptive include; tables, mean, frequency, percentage and standard deviation. The results indicate that hypermedia impact positively; students were positive and satisfied with hypermedia because it is found to be enjoyable, motivating, interactive, promotes understanding, encourages autonomy and foster learning than traditional learning. Teachers agreed that hypermedia leads to greater understanding of abstract topics. The findings of this study may create awareness and need for integrating hypermedia in pedagogy to improve attitude, thus helping learners to focus attention that promotes teachers’ instructional technique. Keywords: Hypermedia, Attitude, Pedagogy, Hearing Impaired, Geomorpholog

INTEREST OF DEAF STUDENTS OF SRAGEN REGENCY SPECIAL SCHOOL, INDONESIA IN USING MULTIMEDIA BASED LEARNING MATERIALS

Deaf students are students who lose the ability to hear. The challenges faced by deaf students at school are the difficulty to obtain learning materials that are suitable with their needs and characteristics. This was a descriptive research, with deaf students on high school level from all Special Schools in Sragen Regency, Central Java as the subjects. Deaf students have unique and different learning styles from the person who has good ability to hear. Technology in education is designed to ease students and teachers in learning and teaching. The use of appropriate learning materials is the basis of the development of education in the future. How far deaf students’ interest in multimedia based learning materials is needed to know in order to provide an indicator in the preparation of learning materials that are accessible and meet the characteristics of deaf students. The technology adapted for education will facilitate the delivery of material / knowledge transfer from teacher to student.  Article visualizations

Development of sign language videos to improve mathematical communication of deaf students of fractional material

As many as 7.03% of people with disabilities in Indonesia are deaf people. The problem for deaf students is the lack of mathematics learning resources during learning and the low mathematical communication skills of deaf students. The purpose of this study is to analyze the development of sign language learning videos to improve mathematical communication of deaf students of fractional material in terms of validity, practicality, and effectiveness. The method used is the R&D method with a 4D model. The results showed that the validity of the media resulted in a very valid category by sign language experts with a score of 85% and material experts with a score of 83% and categories valid by media experts with a score of 78.5%. The results of media practicality of 100% for teacher and student responses and learning implementation questionnaires are said to be very practical. The results of the control class pretest and the experiment resulted in a sig value. > 0.05, then the data is normal. Homogeneity test with (6,14) <  (19) on pretest questions and (4,68) <  (19) on posttest questions then homogeneous data. Student scores resulted in a difference in the average student learning outcomes between the experimental class and the control class indicated by the T test results with the sig value. (0.001) < 0.05. The average value of the N Gain of the experimental class is greater than that of the control class, which is 0.9721 with a high category. so that the media is said to be valid, practical, and effective.Sebanyak 7,03 dari penyandang disabilitas di Indonesia merupakan penyandang tunarungu. Permasalahan pada siswa tunarungu adalah minimnya sumber belajar matematika saat pembelajaran dan rendahnya kemampuan komunikasi matematis siswa tunarungu. Tujuan penelitian ini adalah menganalisis pengembangan video pembelajaran berbahasa isyarat untuk meningkatkan komunikasi matematis siswa tunarungu materi pecahan dilihat dari aspek kevalidan, kepraktisan, dan keefektifan. Metode yang digunakan adalah metode R&D dengan model 4D. Hasil penelitian menunjukkan kevalidan media menghasilkan kategori sangat valid oleh ahli bahasa isyarat dengan skor 85% dan ahli materi dengan skor 83% serta berkategori valid oleh ahli media dengan skor 78,5%. Hasil kepraktisan media sebesar 100% untuk respon guru dan siswa serta angket keterlaksaan pembelajaran sehingga dikatakan sangat praktis. Hasil pretest kelas kontrol dan eksperimen menghasilkan nilai sig. > 0,05, maka data normal. Uji homogenitas dengan nilai (6,14) <  (19) pada soal pretest dan nilai (4,68) <  (19) pada soal posttest maka data homogen. Nilai siswa menghasilkan adanya perbedaan rata-rata hasil belajar siswa antara kelas eksperimen dan kelas kontrol yang ditunjukkan oleh hasil uji T dengan nilai sig. (0,001) < 0,05. Nilai rata-rata N Gain kelas eksperimen lebih besar dari kelas kontrol yaitu sebesar 0,9721 dengan kategori tinggi. sehingga media dikatakan valid, praktis, dan efektif. &nbsp