Technology Assessment of Deaf and hard of hearing students

1. Technology Assessment of Deaf and hard of hearing students Dr. Pamela Luft Nichole K. Zirzow Mary Bonello Kent State University Transition Services Preparation & Training

2. Resources • National Educational Technology Standards forStudents- published by the International Society for Technology in Education (ISTE) NETS Project 2000. www.iste.org/standards/index.html • Deaf adults • Faculty in Instructional Technology • Instructional Resource Center staff at Kent State University • Faculty in deafness/special education • Product catalogs for Deaf and hard of hearing individuals Transition Services Preparation & Training

3. Current and Future Applications • Measure current level of mastery • Plan future school curriculum • Reassessment tool • Means of accessing additional funding and technology for Deaf and hard of hearing students Transition Services Preparation & Training

4. Assessment Areas • School-based Technology • Basic computer functions • General applications • Internet skills • Word Processing • Presentation Software Transition Services Preparation & Training

5. Assistive Listening Technology Hearing aids Amplification/Recreation General Signal systems Telephone Transition Services Preparation & Training

6. Assessment Protocols • Administered by Grant Students and Cooperating Teachers • Students rate themselves given iconic levels of mastery • Clarification of item vocabulary was provided to students when needed Transition Services Preparation & Training

7. Sample Items • Signal Systems • Telephone and Doorbell signal • Flashing or vibrating alarm clock • Home Fire Safety System • Telephone • Amplifier Telephone • State and National Relay Service Numbers • TTY • Tactile Paging System Transition Services Preparation & Training

8. Pilot Demographics • Forty Deaf and hard of hearing from two urban high schools and two urban middle schools in Northeast Ohio • 55% use computers at school, 50% of pilot sample use computers in the home, 29% use computers at public library, 2% have no computer access • The majority of students use IBM compatible computers • Internet provider most familiar is Internet Explorer • The majority of students report spending 1-2 hours per week on a computer Transition Services Preparation & Training

9. Pilot Results Transition Services Preparation & Training

10. Trends in Middle School Mastery Transition Services Preparation & Training

11. Trends in High School Mastery Transition Services Preparation & Training

12. Conclusions • Challenges faced • Making the assessment comprehensive, yet not too time consuming • Assessment format clarity • Language fluency of students Transition Services Preparation & Training

13. Original format Transition Services Preparation & Training

14. Improved future format Transition Services Preparation & Training

15. What’s Next? • On-going project • Verify validity • Reliability testing • Assess format clarity • Addition of administration instruction page • Administer to all d/hh students in the grant participating schools in Northeast Ohio, and perhaps future administration to OSD students. Transition Services Preparation & Training

16. Acknowledgements • OSERS H325A010060 • Meghan Erickson • Kelly Huff • Erika Kauffman • John Krueger • Leah Maxon • Garrett Prom • Catherine Sementi Transition Services Preparation & Training

17. Contact Information Grant Coordinator- Dr. Pamela Luft Pluft@kent.edu Assessment Development Team: Nichole K. Zirzow- Nzirzow@kent.edu Mary Bonello- Mbonello@kent.edu Transition Services Preparation & Training

18. Suggestions & Comments Transition Services Preparation & Training