Acting with Attainment Technologies in Deaf Education: Reinventing Monitoring as an Intervention Collaboratory

Autor/in	Thoutenhoofd, Ernst D.
Titel	Acting with Attainment Technologies in Deaf Education: Reinventing Monitoring as an Intervention Collaboratory
Quelle	In: Sign Language Studies, 10 (2010) 2, S.214-230 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0302-1475
Schlagwörter	Deafness; Educational Practices; Inspection; Disabilities; Performance Based Assessment; Role of Education; Intervention; Educationally Disadvantaged; Assistive Technology + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Bildungspraxis; Prüfverfahren; Handicap; Behinderung; Leistungsermittlung; Bildungsauftrag
Abstract	In this article I consider that attainment research is a knowledge-producing practice that co-creates the realities it studies. Studies aimed at monitoring pupils' educational progress tend to collect those data that are needed to develop research claims, thereby producing an expert catalogue of understanding that is variable and has limited potential for integrating with educational practice. I propose that monitoring could alternatively be reinvented as an interventionist collaboratory, one that engages new technologies for the purpose of merging understanding with doing. Central to that effort should be a broad conception of (e-)literacy as a key social and cultural competence. (Contains 6 notes.) (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/SLS.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10