More research on how ASL/English bilingual schools for the deaf educate hearing families to apply bilingual education methodology at home is warranted. Given the rising use of technology in schools, its role within these family education programs was the primary focus. Thirty-two participants from 22 different schools completed an online, researcher-developed survey. Follow-up, online interviews were conducted with 7 participants, and artifacts were collected from 10 schools. Qualitative and quantitative descriptions express the study’s results based on technology used as an informational and influential tool, counseling and coping tool, diversity tool, and program evaluation tool. Schools are using multiple forms of technology to connect, educate, and support hearing families of deaf children. Email, websites, text messaging, and electronic versions of books / booklets / flyers / brochures are widely used. Social media, online videos, and videophones grant families and educators additional avenues for collaboration. Video messaging, DVD’s, CD’s, podcasts, and online trainings and meetings are less often applied in family programming. This study provides findings to support the continued improvement of family education programming for hearing families of deaf children. Deaf children, their families, service providers, schools for the deaf, and deaf education service provider training programs stand to benefit from the study’s descriptive information.
","abstract_html":"<p>More research on how ASL/English bilingual schools for the deaf educate hearing families to apply bilingual education methodology at home is warranted. Given the rising use of technology in schools, its role within these family education programs was the primary focus. Thirty-two participants from 22 different schools completed an online, researcher-developed survey. Follow-up, online interviews were conducted with 7 participants, and artifacts were collected from 10 schools. Qualitative and quantitative descriptions express the study’s results based on technology used as an informational and influential tool, counseling and coping tool, diversity tool, and program evaluation tool. Schools are using multiple forms of technology to connect, educate, and support hearing families of deaf children. Email, websites, text messaging, and electronic versions of books / booklets / flyers / brochures are widely used. Social media, online videos, and videophones grant families and educators additional avenues for collaboration. Video messaging, DVD’s, CD’s, podcasts, and online trainings and meetings are less often applied in family programming. This study provides findings to support the continued improvement of family education programming for hearing families of deaf children. Deaf children, their families, service providers, schools for the deaf, and deaf education service provider training programs stand to benefit from the study’s descriptive information.</p>","abstract_has_math":false,"creators":["Dixon, Myriah L."],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Carol Burbank","Michelle Collay","Sarah Smith"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-08-01T07:00:00Z","date_published":"2016-08-01T07:00:00Z","updated_at":"2026-07-24T05:21:05Z","subjects":["Disability and Equity in Education","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Instructional Media Design","Other Education","Special Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/78","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Carol Burbank","Michelle Collay","Sarah Smith"]},{"key":"dc:creator","label":"Author","values":["Dixon, Myriah L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-08-24T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Disability and Equity in Education","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Instructional Media Design","Other Education","Special Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/78"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["More research on how ASL/English bilingual schools for the deaf educate hearing families to apply bilingual education methodology at home is warranted. Given the rising use of technology in schools, its role within these family education programs was the primary focus. Thirty-two participants from 22 different schools completed an online, researcher-developed survey. Follow-up, online interviews were conducted with 7 participants, and artifacts were collected from 10 schools. Qualitative and quantitative descriptions express the study’s results based on technology used as an informational and influential tool, counseling and coping tool, diversity tool, and program evaluation tool. Schools are using multiple forms of technology to connect, educate, and support hearing families of deaf children. Email, websites, text messaging, and electronic versions of books / booklets / flyers / brochures are widely used. Social media, online videos, and videophones grant families and educators additional avenues for collaboration. Video messaging, DVD’s, CD’s, podcasts, and online trainings and meetings are less often applied in family programming. This study provides findings to support the continued improvement of family education programming for hearing families of deaf children. Deaf children, their families, service providers, schools for the deaf, and deaf education service provider training programs stand to benefit from the study’s descriptive information.
"]},{"key":"dc:title","label":"Title","values":["Technology-Based Family Education In ASL/English Bilingual Schools For The Deaf"]}]}],"canonical_facts":{"dc:contributor":["Carol Burbank","Michelle Collay","Sarah Smith"],"dc:creator":["Dixon, Myriah L."],"dc:date.available":["2016-08-24T07:00:00Z"],"dc:description.abstract":["More research on how ASL/English bilingual schools for the deaf educate hearing families to apply bilingual education methodology at home is warranted. Given the rising use of technology in schools, its role within these family education programs was the primary focus. Thirty-two participants from 22 different schools completed an online, researcher-developed survey. Follow-up, online interviews were conducted with 7 participants, and artifacts were collected from 10 schools. Qualitative and quantitative descriptions express the study’s results based on technology used as an informational and influential tool, counseling and coping tool, diversity tool, and program evaluation tool. Schools are using multiple forms of technology to connect, educate, and support hearing families of deaf children. Email, websites, text messaging, and electronic versions of books / booklets / flyers / brochures are widely used. Social media, online videos, and videophones grant families and educators additional avenues for collaboration. Video messaging, DVD’s, CD’s, podcasts, and online trainings and meetings are less often applied in family programming. This study provides findings to support the continued improvement of family education programming for hearing families of deaf children. Deaf children, their families, service providers, schools for the deaf, and deaf education service provider training programs stand to benefit from the study’s descriptive information.
"],"dc:identifier":["https://dune.une.edu/theses/78"],"dc:subject":["Disability and Equity in Education","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Instructional Media Design","Other Education","Special Education Administration"],"dc:title":["Technology-Based Family Education In ASL/English Bilingual Schools For The Deaf"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:05Z"}