A National Microcomputer-Software Survey of Current Microcomputer Usage in Schools for the Hearing Impaired

Harding, Richard; Tidball, L. Kaye

doi:10.1353/aad.2012.1318

Cited by 10 publications

(8 citation statements)

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“…A number of surveys have attempted to identify the technology schools possess and the needs for such technology (Corbett & Micheaux, 1996;Deninger, 1985;Harding & Tidball, 1982;Harkins, Loeterman, Lam, & Korres, 1996;Pillai, 1999;Rose & Waldron, 1984). Corbett and Micheaux (1996) identified a few residential schools for individuals who are deaf that have clearly put a considerable amount of money into hardware, software, and connections for instructional technology, to improve educational and social programs.…”

Section: Historical Trendsmentioning

confidence: 99%

A Retrospective Analysis of Technological Advancements in Special Education

Jeffs¹,

Morrison²,

Messenheimer³

et al. 2003

Computers in the Schools

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Section: Historical Trendsmentioning

confidence: 99%

A Retrospective Analysis of Technological Advancements in Special Education

Jeffs¹,

Morrison²,

Messenheimer³

et al. 2003

Computers in the Schools

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“…These three studies demonstrated a consistent growth in the use of technology for instruction this d/hh students.. The results of the study completed by Harding and Tidball (1982) showed that 42% of the schools surveyed had computers being used for instruction while Rose and Waldron (1984) showed 52% of the programs surveyed had computers being used for instruction and Deninger's research (1985), just a year later, showed 79% of responding programs to have at least one computer. In a comparison with data from Quality Education Data, Inc. (QED), of Denver, Colorado, Deninger (1985) found that the growth of computer technology in d/hh programs commiserate with those of general education programs.…”

Section: Computersmentioning

confidence: 85%

“…While the integration of technology in special education predates the invention of the microcomputer, it was not until the 1980s that research on the impact of technology became available in the literature (Jeffs, Morrison, Messenheimer, Rizza, & Banister, 2003). Beginning in the 1980s, surveys were conducted to determine how many and in what capacity computers were used in programs serving d/hh students (Deninger, 1985;Rose & Waldron, 1984;Harding & Tidball, 1982). These surveys examined the availability of computers and their applications in programs for d/hh students.…”

Section: Computersmentioning

confidence: 99%

“…In "A National Microcomputer Software Survey of Current Microcomputer Usage in Schools for the Hearing Impaired," Harding and Tidball (1982) collected data from 120 schools for d/hh students representing 45 states. The research method consisted of a direct mail survey with 14 open-ended questions concerning the use and challenges of microcomputers.…”

Section: Computersmentioning

confidence: 99%

“…The disparity in infrastructure, software, and training are all longstanding challenges for rural schools and programs as noted in the literature review (Harding & Tidball, 1982;Israelite & Hammermeister, 1986;Kluwin & Nortetsky, 2005;Rose & Waldon, 1984). Although there has been much written about "closing the digital divide," a recent article in the New York Times, states that there is still a large percentage (10%, N=34,0000) of Americans do not have access to high speed internet in low income and rural areas (Kang, 2016).…”

Section: Research Question 1amentioning

confidence: 99%

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Technology Use by Teachers of Deaf and Hard-of-Hearing Students

Zirzow¹

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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? Despite being half way around the world, and multiple changes to my committee, she helped keep me focused and grounded throughout the dissertation process. I would like to also thank Dr. D.J. Hendricks and Dr. A. Hollo for thier willingness to join my committee in the eleventh hour and help guide me through the statistical analysis and further refining the document. Thank you to my family and friends for their patience and unwavering faith in my success. Lastly, I would like to thank my amazing ...

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“Alligator eats cookie”: Acquisition of writing and reading skills by deaf children using the microcomputer

Prinz

Nelson

1985

Applied Psycholinguistics

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This research investigated the effects of microcomputer technology on the acquisition of writing and reading skills in 32 deaf children between the ages of 3.2 and 8.5 years. The children used a special interface keyboard which builds in perceptual salience and animation of color pictures and graphic representations of signs from American Sign Language (ASL). The learning mechanism underlying this novel instructional system is responsive, interactional, and exploratory, reflective of the way in which most children acquire a first language. Results have demonstrated improvement in writing, reading, and general communication skills. These advances are attributed to exploratory learning -not solely programmed instruction – which allows the child to investigate at will the representation of various printed forms which relate to the child's own primary mode of communication.

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A National Microcomputer-Software Survey of Current Microcomputer Usage in Schools for the Hearing Impaired

Cited by 10 publications

References 0 publications

A Retrospective Analysis of Technological Advancements in Special Education

A Retrospective Analysis of Technological Advancements in Special Education

Technology Use by Teachers of Deaf and Hard-of-Hearing Students

“Alligator eats cookie”: Acquisition of writing and reading skills by deaf children using the microcomputer

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