Funds of knowledge 2.0: towards digital funds of identity

This article builds on the growing work on Funds of Identity by offering a conceptualisation of identity in relation to Vygotsky's concept of perezhivanie which is then situated within the discourse on digital identities. I also suggest how teachers and researchers could use avatars, digital representations of online users, as an identity text for drawing on and constructing students' Funds of Identity. In order to illustrate this approach, I briefly sketch an ongoing class-based research project called The Avatar Project. Overall, this article reaffirms and develops the argument that the Funds of Identity approach is an evolution of Funds of Knowledge. This thesis is encapsulated in the phrase, digital Funds of Identity: Funds of Knowledge 2.0

Metodologías educativas para niños sordos apoyadas en tecnología móvil y realidad extendida: un análisis sistemático de literatura

This study aims to identify Teaching-Learning (TL) methodologies applied in conjunction with mobile and extended reality applications developed for the deaf community. A systematic literature review of mixed type, cross-sectional between 2016 and 2020, focused on educational mobile applications for deaf children in basic school age is presented, emphasizing the type of methodology and support strategies used, as well as the type of extended reality. development and use technology. The results show little literature that records TL applications for children, the most used communication system is sign language. There are few applications that record the use of collaborative strategies, but playful ones that combine memory, cognitive, metacognitive, metacognitive and affective techniques. Regarding the type of development technology, Android applications supported by multimedia elements stand out, followed by the use of Augmented Reality and a minority for other XR technologie

Technology Use By Teachers Of Deaf And Hard-Of-Hearing Students

This nationwide study explored the types and frequency of technology used by teachers of deaf and hard-of-hearing (d/hh) students to design and deliver instruction, as well as the types and frequency of technology being used by teachers of d/hh students to promote communication and collaboration. It also examined the extent of professional development in the area of technology use with d/hh students, and the related challenges experienced by these teachers. The following research questions guided this study. Research question 1. What kinds of technology do teachers of d/hh students use to design and deliver academic content-based learning activities? With what frequency are these technologies being used by teachers of d/hh students? Research question 1a. Is there a relationship between the self-reported amount and/or kinds of technology used by teachers of d/hh students to design and deliver academic content-based learning activities and their job position? Research question 1b. Is there a relationship between the self-reported amount and/or kinds of technology used by teachers of d/hh students to design and deliver academic content-based learning activities and their use of technology for obtaining additional training? Research question 2. What kinds of technology do teachers of d/hh students use to promote student communication and collaboration for learning? With what frequency are these technologies being used by teachers of d/hh students? Research question 2a. Is there a relationship between the self-reported amount and/or kinds of technology used by teachers of d/hh students to promote student communication and collaboration for learning and their job position? Research question 2b. Is there a relationship between the self-reported amount and/or kinds of technology used by teachers of d/hh students for student communication and collaboration and their use of technology for obtaining additional training? Research question 3. Is there a relationship between the self-reported use of technology by teachers of d/hh students for additional training and their job position? Research question 3a. Is there a relationship between the self-reported use of technology by teachers of d/hh students for additional training and how often their employer provides professional development in the use of instructional technology for use with deaf/hard-of-hearing students? Research question 4. Is there a relationship between the self-reported amount and/or kinds of challenges experienced by teachers of d/hh students and their job position