Bridging the Gap: Assessing Teachers’ Knowledge, Utilization, and Training Needs in Technology for Deaf and Hard of Hearing Education

Abstract

Background: Technology has become an integral component of modern education, playing a crucial role in supporting diverse learners, including students who are deaf or hard of hearing (DHH). However, teachers’ knowledge levels and utilization of technological advancements vary due to several factors, including gender, qualifications, and teaching experience. Understanding these variations can provide valuable insights into how best to support educators in effectively integrating technology into DHH education.

Aims: This study is aimed at examining the differences in teachers’ knowledge regarding technological advancements based on gender, qualifications, and experience. Additionally, its goal is to explore variations in the usage of technology among teachers and identify the most pressing educational training needs related to these variables.

Methodology: A descriptive survey methodology was employed to achieve the study’s objectives and answer its research questions. Twenty-five teachers were initially surveyed during the 2023-2024 academic year, with a final sample consisting of 18 teachers who met the inclusion criteria. Data collection focused on teachers’ knowledge of assistive technologies, their application of the technologies in their classrooms, and their perceptions of professional development needs.

Results: The findings revealed that one of the most critical needs among teachers is having classrooms that are well equipped with technological tools and supported with appropriate technical programs. Additionally, teachers expressed the need for more specialized training on effectively using search engines to enhance children’s language development. Furthermore, a significant demand exists for professional development in multimedia production and its application in DHH classrooms. Many teachers indicated challenges in accessing training opportunities that specifically address the integration of assistive technology in special education settings.

Conclusion: Despite the recognized importance of integrating technology into the education of DHH students, teachers still lack sufficient knowledge regarding its effective utilization. Addressing this gap requires intensive training programs focused on existing technologies tailored to DHH students, along with clear guidance on how to accommodate and integrate these tools into instructional practices. Enhancing teachers’ technological competencies will ultimately lead to improved educational outcomes for DHH students and a more inclusive learning environment.