Beyond Ma Bell: 21st Century Communication Tools for Deaf and Hard of Hearing Students

2005 ◽  
Vol 15 (1) ◽  
pp. 2-5
Author(s):  
Brad Ingrao
Keyword(s):  
21St Century ◽  
Hard Of Hearing ◽  
Communication Tools

scholarly journals E-business in Hungarian Tourism

2003 ◽  
pp. 81-86
Author(s):  
Krisztina Zimányi
Keyword(s):  
Economic Development ◽  
21St Century ◽  
Information Society ◽  
Development Program ◽  
Current Situation ◽  
The Other ◽  
Communication Tools ◽  
National Characteristics ◽  
The One ◽  
Economic Development Program

Thanks to communication tools, globalization is spreading wordwide. For this reason, it is crucial to protect and strengthen our feature. On the one hand, we are repetitive joining the uniting world of economics, on the other hand, it is our responsibility to preserve our national characteristics with conscious politics.Responding tardy to the touristic demands of the information society without risking the loss of our competitiveness market is highly dangerous at the current situation of the touristic, as the Hungarian Economic Development Program sets down. Unless we develop a strategy that realized radical changes in the next 4-5 years, Hungary can find itself in a disadvantageous situation regarding the touristic market of the 21st century.

scholarly journals Traditional and popular cultural discourses within the post-war development of Japan’s cultural diplomacy

2011 ◽  
Vol 12 (1) ◽  
pp. 105-119
Author(s):  
Aurelijus Zykas
Keyword(s):  
Popular Culture ◽  
21St Century ◽  
Cultural Diplomacy ◽  
Communication Tools ◽  
Cultural Discourses ◽  
Government Institutions ◽  
The World ◽  
Post War ◽  
Important Shift

Vytautas Magnus UniversityThis paper analyses the development of post-war Japan’s cultural diplomacy since 1945, dividing it into four stages. It raises questions about what government institutions have been conducting cultural diplomacy, what the main international challenges have been, what communication tools have been used, and what kind of cultural discourses were prevalent during a particular stage. Special emphasis is put on the division of traditional versus popular cultural discourses within the cultural diplomacy of Japan, mainly concentrating on the important shift in this aspect that occurred at the beginning of the 21st century. This shift was marked by the government’s increasing shift towards popular culture discourse and the deliberate exploitation of that to promote Japan in the world.

Teacher Preparation in the 21st Century: Meeting Diverse Needs

1995 ◽  
Vol 17 (1) ◽  
pp. 27-31 ◽  
Author(s):  
Kathee M. Christensen ◽  
John Luckner
Keyword(s):  
Teacher Preparation ◽  
21St Century ◽  
Hard Of Hearing ◽  
Pertinent Literature ◽  
The Past ◽  
Current State ◽  
The Future ◽  
State Of The Field

This article summarizes changes that have occurred during the past decade, describes the current state of the field of education of children who are deaf or hard of hearing (i.e., whom we teach, where we teach, how we teach, and what we teach), and poses action needed in the future. It addresses these topics through a review of pertinent literature and through the presentation of information gathered from a set of teachers from diverse settings who work with students who are deaf or hard of hearing.

Changing Perspectives for the 21st Century

2020 ◽  
pp. 331-346
Author(s):  
Karen L. Kritzer ◽  
Chad E. Smith
Keyword(s):  
21St Century ◽  
Cognitive Processes ◽  
Hard Of Hearing ◽  
Digital Literacy ◽  
Deaf Education ◽  
Computational Thinking ◽  
Digital Tools ◽  
Web Browsers ◽  
Present Information ◽  
Complex Activities

A changing perspective on education for deaf and hard-of-hearing (DHH) students in the 21st century must incorporate a focus on digital literacy and computational thinking. Digital literacy refers to the skills required to digitally work with information (i.e., communicate, disseminate, create, manage), to use Internet-based tools (i.e., web browsers, Internet search engines, email), and to present information clearly (e.g., using spreadsheets). Computational thinking refers to problem-solving using cognitive processes like representing and organizing data, working with algorithms, analyzing information, and generalizing solutions that can be applied to multiple areas of learning. In an era when many hearing digital natives use digital tools for complex activities at school and home, there is a noticeable void of similar behaviors by DHH students. This chapter explores issues surrounding the need for a changed perspective for the 21st century and a rationale for including digital literacy and computational thinking in deaf education classrooms.

Designing blended learning interventions for the 21st century student

2017 ◽  
Vol 41 (2) ◽  
pp. 203-211 ◽  
Author(s):  
Saramarie Eagleton
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
21St Century ◽  
Learning Task ◽  
Communication Tools ◽  
Design Learning ◽  
Task Requirements ◽  
Operational Learning ◽  
Diverse Groups ◽  
Learning Interventions

The learning requirements of diverse groups of students in higher education challenge educators to design learning interventions that meet the need of 21st century students. A model was developed to assist lecturers, especially those that are new to the profession, to use a blended approach to design meaningful learning interventions for physiology. The aim of the model is to encourage methodical development of learning interventions, while the purpose is to provide conceptual and communication tools that can be used to develop appropriate operational learning interventions. A whole brain approach that encourages challenging the four quadrants is encouraged. The main arguments of the model are to first determine the learning task requirements, as these will inform the design and development of learning interventions to facilitate learning and the assessment thereof. Delivery of the content is based on a blended approach.

Measuring “Language Access Profiles” in Deaf and Hard-of-Hearing Children With the DHH Language Exposure Assessment Tool

2020 ◽  
pp. 1-25
Author(s):  
Matthew L. Hall ◽  
Stephanie De Anda
Keyword(s):  
Cluster Analysis ◽  
Exposure Assessment ◽  
Hard Of Hearing ◽  
Assessment Tool ◽  
Communication Mode ◽  
Developmental Potential ◽  
Language Access ◽  
Retest Reliability ◽  
Language Exposure ◽  
Test Retest Reliability

Purpose The purposes of this study were (a) to introduce “language access profiles” as a viable alternative construct to “communication mode” for describing experience with language input during early childhood for deaf and hard-of-hearing (DHH) children; (b) to describe the development of a new tool for measuring DHH children's language access profiles during infancy and toddlerhood; and (c) to evaluate the novelty, reliability, and validity of this tool. Method We adapted an existing retrospective parent report measure of early language experience (the Language Exposure Assessment Tool) to make it suitable for use with DHH populations. We administered the adapted instrument (DHH Language Exposure Assessment Tool [D-LEAT]) to the caregivers of 105 DHH children aged 12 years and younger. To measure convergent validity, we also administered another novel instrument: the Language Access Profile Tool. To measure test–retest reliability, half of the participants were interviewed again after 1 month. We identified groups of children with similar language access profiles by using hierarchical cluster analysis. Results The D-LEAT revealed DHH children's diverse experiences with access to language during infancy and toddlerhood. Cluster analysis groupings were markedly different from those derived from more traditional grouping rules (e.g., communication modes). Test–retest reliability was good, especially for the same-interviewer condition. Content, convergent, and face validity were strong. Conclusions To optimize DHH children's developmental potential, stakeholders who work at the individual and population levels would benefit from replacing communication mode with language access profiles. The D-LEAT is the first tool that aims to measure this novel construct. Despite limitations that future work aims to address, the present results demonstrate that the D-LEAT represents progress over the status quo.

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