1. 1 Influence of Video/Digital Technology on Teaching English to Deaf and Hard-of-Hearing Students Kathleen Eilers-crandall, Ph.D. TESOL 2007 Video and Digital Media - Panel 3/23/07 08:30 -11:15 AM Sheraton Seattle/Metropolitan A Room

2. 2 Who’s Online? http://www.pewinternet.org/trends.asp#demographicshttp://www.pewinternet.org/trends.asp#demographics Pew Internet & American Life Project (accessed 3/20/07)

3. 3 10 Most Common Activities http://www.pewinternet.org/trends/Internet_Activities_1.11.07.htmhttp://www.pewinternet.org/trends/Internet_Activities_1.11.07.htm Pew Internet & American Life Project (accessed 3/20/07)

4. 4 10 Least Common Activities http://www.pewinternet.org/trends/Internet_Activities_1.11.07.htmhttp://www.pewinternet.org/trends/Internet_Activities_1.11.07.htm Pew Internet & American Life Project (accessed 3/20/07)

5. 5 Online courses at colleges Making the Grade (2006) – responses from administrators in over 2,200 colleges and universities (http://www.sloan- c.org/publications/survey/survey06.asp)http://www.sloan- c.org/publications/survey/survey06.asp –nearly 3.2 million students were taking at least one online course during the fall 2005 term, –colleges report offering an average of 10.6 percent of their course sections online in 2005, up from 6.5 percent in 2003, –online students are more likely to be studying at associate's institutions than are their face-to-face contemporaries, and –only 4.6% of chief academic officers think that there are no significant barriers to widespread adoption of online learning.

6. 6 Blended (hybrid) courses at college Blending In (2006) – responses from administrators in over 1,000 colleges and universities (http://www.sloan- c.org/publications/survey/blended06.asp)http://www.sloan- c.org/publications/survey/blended06.asp –a slightly larger percent of blended program offerings than online programs across all disciplines, but offerings of blended courses decreased slightly between 2003 and 2005, –only 38 percent of respondents agreed that “Blended courses hold more promise than online courses,” and –only at Baccalaureate institutions, where online education has the smallest penetration rate, are a slightly greater or an equal percent of blended courses offered.

7. 7 Online/hybrid learning: grades K-12 K–12 Online Learning (2006) – responses from public school administrators ( http://www.sloan-c.org/publications/survey/K- 12_06.asp ) http://www.sloan-c.org/publications/survey/K- 12_06.asp –almost two-thirds of the responding public school districts are offering one or more online/hybrid courses, –depend on multiple online learning providers, including postsecondary institutions, independent vendors and state virtual schools, and providing their own online courses, –small rural school districts use online learning to provide students with course choices and basic courses that are not otherwise available.

8. 8 Digital/Video and Deaf Students Learning Like general population, estimate that online use is greatest for personal social areas Popular uses: –Text messaging –Photo sharing - Videos with sign language

9. 9 Text Messaging T-Mobile Sidekick 3 Blackberry 8700C Motorola Q1

10. 10 Photo Sharing KODAK EASYSHARE Gallery - www.kodakgallery.com/ www.kodakgallery.com/ Flickr Photo Sharing - http://www.flickr.com/http://www.flickr.com/ My Photo Album - http://www.myphotoalbum.com/features-photo- sharing.shtml http://www.myphotoalbum.com/features-photo- sharing.shtml Most include instant messaging and/or RSS feeds to automatically inform your friends of changes.

11. 11 Videos YouTube - http://www.youtube.com/ (most inaccessible to deaf people - include sound without captions)http://www.youtube.com/ YouTube viewers can post a video or a text response Much easier to make a video with sign language and/or speech than with captions. Process for captioning a videocast http://www.automaticsync.com/caption/podcaption.htm (accessed 3/20/06) http://www.automaticsync.com/caption/podcaption.htm

12. 12 Video Computing Gwyneth Paltrow on Oscar night 2007, “… with YouTube everyone of us is a cinematographer.” How to make a video for YouTube, www.t3.co.uk/news/247/daily_columns/how_to_make_a_video_for_youtube www.t3.co.uk/news/247/daily_columns/how_to_make_a_video_for_youtube (accessed 3/19/06)

13. 13 Captioned and Signed http://www.youtube.com/watch?v=Z0QFR4RoYm8http://www.youtube.com/watch?v=Z0QFR4RoYm8 (accessed 03/20/07) http://www.deafread.comhttp://www.deafread.com (referenced in above)

14. 14 ASL Vlog – occasional subtitles http://www.youtube.com/watch?v=YTKGWJ5hF5A&mode=related&searchhttp://www.youtube.com/watch?v=YTKGWJ5hF5A&mode=related&search= (accessed 03/20/07)

15. 15 ASL Vlog – Subtitles & ASL http://www.youtube.com/watch?v=YTKGWJ5hF5A&mode=related&searchhttp://www.youtube.com/watch?v=YTKGWJ5hF5A&mode=related&search= (accessed 03/20/07)

16. 16 Deaf Blogs http://deaf-blogs.com/http://deaf-blogs.com/ (accessed 3/20/07)

17. 17 Deaf Business Blog/Vlog http://grantlairdjr.com/wp/2006/08/19/deaf-related-business-%20blog/http://grantlairdjr.com/wp/2006/08/19/deaf-related-business-%20blog/ (accessed 03/20/07)

18. 18 Controversy http://www.youtube.com/watch?v=09ODJsBKlaohttp://www.youtube.com/watch?v=09ODJsBKlao (accessed 03/20/07)

19. 19 Films as teaching tools DVDs – captioned Lets students connect actions and pictures with words Examples from (www.rit.edu/~kecncp)www.rit.edu/~kecncp –October Sky –Never Cry Wolf

20. 20 Films as teaching tools First run movies Are captioned viewings in your area? Info on www.fandango.comwww.fandango.com

21. 21 Films http://jdconrad.blogspot.com/http://jdconrad.blogspot.com/ (accessed 2/15/07)

22. 22 Podcasts / Vidcasts Most are sound only Or, video with sound Small screen on players – difficult to read text and/or signs if not on computer screen Few with text or sign Education podcast network - (majority are mp3 sound files or video with sound files) (http://www.epnweb.org)http://www.epnweb.org

23. 23 Video Technology Questions Is the technology easy to use? Is the technology familiar to teacher, to students? Is it aesthetically pleasing? Does it fit with the content? Will it motivate the students to learn? Does it meet the objectives of the lesson? Is it cost effective? Can this material be taught a better way?

24. 24 Presenter – Contact Information Kathleen Eilers-crandall, Ph.D. Department of English National Technical Institute for the Deaf Rochester Institute of Technology Lyndon Baines Johnson Building - 2264 Phone: (585) 475-5111 Fax: (585) 475-6500 Email: kecncp@rit.edukecncp@rit.edu Web: http://www.rit.edu/~kecncp (presentation available here)http://www.rit.edu/~kecncp