SPED 327
Media and Instructional Technology for the Deaf
3 chs, Fall 2007



Perry C. Hanavan, Au.D., FAAA 


MWF, 1:00-1:50


MC 219


MC 001


(605) 274-4631


MWF,9:00-10:30 am





Course Description

A study of the materials and mechanical and technological resources used in all aspects of instructing deaf and hard of hearing persons. The course includes the design, production and use of such materials and equipment in the teaching and learning processes involved with individuals who are deaf. Upper division course.

Relationship to Circle of Courage


The mission of the course is to empower participants with the technology tools necessary to create a learning/working/recreational/communication environment that encourages a sense of belonging, independence, generosity, and mastery for individuals who experience hearing loss and their communication partners.
Belonging is an integral part of society. A communication disorder can result in a sense of non-participation. Participants will examine the technology tools and develop strategies that foster communication environments that encourage belonging with technology.
Independence is a critical component for interacting successfully in society. Participants will examine the technology tools and develop stategies that foster independence for individuals with communication disorders.
Generosity may be demonstrated through empathy, caring, concern, service, etc. Participants will examine technology tools that create positive communication climates that develop generosity within individuals with communication disorders and their communication partners.
Mastery is one of the keys for demonstrating preparedness, responsibility, competence, etc. Participants will examine media and technology strategies that foster communication mastery for individuals with communication disorders and their communication partners.

Program Competencies


of Courage




1.Knowledge of Core


IA1, IIA12



13.  Engaging Students in the Learning Process





19.  Professionalism and Life Long Learning





20. Technology





Learning Experiences

A project based hands-on course using the various educational technologies and applications for preservice teachers of the deaf and hard of hearing.

Documentation–summarize the methods of evaluation for the course and grading scale.

The final grade will be based on projects (45%), presentation of projects (10%), and two objective tests (45%).

     90-100% = A
     80-89% = B
     70-79% = C
     60-69% = D
     Below 60%= F

Exams: There will be two exams, primarily objective in nature, one of which will be the final.

Projects: There are projects due throughout the semester as indicated on the schedule. The projects must be generated in various MS Office applications posted to the student’s Augustana web space.

Presentations: There will periodic individual and/or group presentations of the projects throughout the semester.

Moodle: Assignments and projects are organized on the Augustana College Moodle at moodle.augie.edu.

Suggested Portfolio Outcomes (Course Projects)

All projects outlined elsewhere in the syllabus are applicable and appropriate for inclusion in the student teaching portfolio including:

  • a personal home page developed with Word
  • a personal portal web site at MyYahoo
  • a topic hotlist
  • a scavenger hunt web page developed with Word
  • a multimedia scrapbook
  • a subject sampler
  • a webquest
  • electronic slide show developed with PowerPoint
  • word processing page(s) developed with Word
  • spreadsheet page(s) posted to the web developed with Excel
  • database page(s) posted to the web developed with Access
  • desktop publisher project posted to the web developed with Publisher
  • a summary of assistive technology devices useful for person who are deaf or hard of hearing


Resources on the Internet will serve as the course text. Links to content is housed in Moodle at moodle.augie.edu.


There are projects due throughout the semester as indicated on the schedule. The projects must be generated with a computer and posted to the student Web site. The following projects include with a focus on addressing concerns of individuals with hearing loss:


  • Students are expected to be in attendance.
  • Students must be present during scheduled exam periods.
  • Excuses from exams will only be acceptable when approved by the Dean of Students or by the School Health Service personnel.
  • Failure to attend class during an exam will result in a failing grade on that test.
  • The student is responsible to make-up missed material when absent. I would suggest that a student review notes from other students when absent from class.

Individual requirements

  • Normally, there are no make-up tests or make-up assignments to raise grades. Students are encouraged to study well in advance for exams. Students perform much better on exams when students review material periodically rather than a day or two before the exam.  When assignments are late, the grade will be reduced by 10 points each day.
  • It is recommended that students re-write class notes each day. This helps retain information and prepares one for the exams.
  • Please read the text prior to class discussion. Do not delay in reading the assigned material well in advance of the exam. Students should review course material periodically throughout the semester rather than several days before an exam.

Course Objectives

  • Technology is increasingly becoming an important instructional and professional tool for teachers. The course objectives are based on the National Educational Technology Standards for Teachers (NETS) endorsed by the International Society for Technology Education (ISTE). The course promotes the use of existing information and resources to allow teachers to develop the ability to learn new technology independently.
  • This course will provide the educators of the deaf with a broad base of knowledge about the integration of technology into teaching and learning.
  • Students will acquire technological knowledge and skills through the course textbook, demonstration and hands-on experience related to meeting the needs of children with hearing loss.


1. Basic operations and concepts

2. Social, ethical and human issues

3. Technology productivity tools

4. Technology communication tools

5. Technology research tools

6. Technology problem solving and decision making tools


1.      TECHNOLOGY OPERATIONS AND CONCEPTS. Demonstrate a sound understanding of technology operations and concepts. Participants will:

         demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students)

         demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

2.      PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES. Plan and design effective learning environments and experiences supported by technology. Participants will:

    • design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
    • apply current research on teaching and learning with technology when planning learning environments and experiences.
    • identify and locate technology resources and evaluate them for accuracy and suitability.
    • plan for the management of technology resources within the context of learning activities.
    • plan strategies to manage student learning in a technology-enhanced environment.

3.      TEACHING, LEARNING, AND THE CURRICULUM. Implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Participants will:

    • facilitate technology-enhanced experiences that address content standards and student technology standards.
    • use technology to support learner-centered strategies that address the diverse needs of students.
    • apply technology to develop students' higher order skills and creativity.
    • manage student learning activities in a technology-enhanced environment.

4.      ASSESSMENT AND EVALUATION. Apply technology to facilitate a variety of effective assessment and evaluation strategies. Participants will:

    • apply technology in assessing student learning of subject matter using a variety of assessment techniques.
    • use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
    • apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.

5.      PRODUCTIVITY AND PROFESSIONAL PRACTICE. Use technology to enhance their productivity and professional practice. Participants will:

    • use technology resources to engage in ongoing professional development and lifelong learning.
    • continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
    • apply technology to increase productivity.
    • use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

6.      SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES. Understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Participants will:

    • model and teach legal and ethical practice related to technology use.
    • apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
    • identify and use technology resources that affirm diversity
    • promote safe and healthy use of technology resources.
    • facilitate equitable access to technology resources for all students.

Additional Links:

Webquest Template (Word version)


Last modified 9/01/2007 by PC Hanavan
Send comments to pchanavan@augie.edu