Abstract
For deaf and hard-of-hearing individuals, the emergence of Instant Messaging technology and digital pagers has been perhaps one of the greatest liberating communication technological breakthroughs since the advent of the TTY. Instant Messaging has evolved into an everyday socially compelling, portable, and “real time” communication mode for students. The focus of this paper is on the pedagogical implications of using Instant Messaging technology to promote student learning and on the process of implementing the technology in order to engage deaf and hard-of-hearing students, both in and out of the science classroom. Applications include in-class learning activities (in homogeneous and heterogeneous communication mode classrooms), out-of-class discussion/study groups, “virtual lectures” with content experts in the field, and communication with students while on co-operative work assignments. Perceived benefits to deaf students, deaf and hearing students in an inclusive environment, as well as benefits to teaching faculty are presented. Technological modifications and instructional application protocols (i.e., hardware, software, and logistical considerations) that are required to maximize the student learning experience are also discussed.
Highlights
A few years ago, for about the eleventh time that particular day, we had to remind one of our deaf students that text pagers, like cell phones in a restaurant, are not acceptable for use during class activities
This paper describes some of the early experimentation by the authors with Instant Messages (IM) technology in pedagogical applications for d/hh students
It is widely recognized that group discussions in an educational context are challenging and sometimes frustrating for d/hh students
Summary
A few years ago, for about the eleventh time that particular day, we had to remind one of our deaf students that text pagers, like cell phones in a restaurant, are not acceptable for use during class activities. The class took a brief break and the students rushed to the computers lining the back wall of our laboratory classroom, only to begin typing zealously. We observed the familiar sight of Instant Messages (IM) popping up on the computer monitors from students’ extensive “buddy lists” (with the students entertaining several “chats” at one time). What might be termed an educational epiphany from a teaching perspective occurred. Something very powerful, compelling, and motivating to our students had been happening right in front of our eyes.
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More From: Journal of Science Education for Students with Disabilities
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