Nichole Zirzow

West Virginia University, Special Education, Graduate Student

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Supervisors: Dr. Barbara Ludlow

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Cheryl Shahan

Susan Lenihan

Nadene Eisner

Rochester Institute of Technology

Samuel Atcherson

University of Arkansas at Little Rock

Susan Foster

Rochester Institute of Technology

Lisa Elliot

Rochester Institute of Technology

Tampere University

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Papers by Nichole Zirzow

Technology Skills Assessment for Deaf and Hard of Hearing Students in Secondary School

by Nichole Zirzow and Pamela Luft

American Annals of the Deaf, 2009

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Technology Use by Teachers of Deaf and Hard-Of-Hearing Students

This nationwide study explored the types and frequency of technology used by teachers of deaf and... more This nationwide study explored the types and frequency of technology used by teachers of deaf and hard-of-hearing (d/hh) students to design and deliver instruction, as well as the types and frequency of technology being used by teachers of d/hh students to promote communication and collaboration. It also examined the extent of professional development in the area of technology use with d/hh students, and the related challenges experienced by these teachers. The following research questions guided this study. Research question 1. What kinds of technology do teachers of d/hh students use to design and deliver academic content-based learning activities? With what frequency are these technologies being used by teachers of d/hh students? Research question 1a. Is there a relationship between the self-reported amount and/or kinds of technology used by teachers of d/hh students to design and deliver academic content-based learning activities and their job position? Research question 1b. Is there a relationship between the self-reported amount and/or kinds of technology used by teachers of d/hh students to design and deliver academic content-based learning activities and their use of technology for obtaining additional training? Research question 2. What kinds of technology do teachers of d/hh students use to promote student communication and collaboration for learning? With what frequency are these technologies being used by teachers of d/hh students? Research question 2a. Is there a relationship between the self-reported amount and/or kinds of technology used by teachers of d/hh students to promote student communication and collaboration for learning and their job position? Research question 2b. Is there a relationship between the self-reported amount and/or kinds of technology used by teachers of d/hh students for student communication and collaboration and their use of technology for obtaining additional training? Research question 3. Is there a relationship between the self-reported use of technology by teachers of d/hh students for additional training and their job position? Research question 3a. Is there a relationship between the self-reported use of technology by teachers of d/hh students for additional training and how often their employer provides professional development in the use of instructional technology for use with deaf/hard-of-hearing students? Research question 4. Is there a relationship between the self-reported amount and/or kinds of challenges experienced by teachers of d/hh students and their job position? Despite being half way around the world, and multiple changes to my committee, she helped keep me focused and grounded throughout the dissertation process. I would like to also thank Dr. D.J. Hendricks and Dr. A. Hollo for thier willingness to join my committee in the eleventh hour and help guide me through the statistical analysis and further refining the document. Thank you to my family and friends for their patience and unwavering faith in my success. Lastly, I would like to thank my amazing wife Catherine Lei Paleka-Zirzow for always reminding me to revisit my core intention for the pursuit of this degree and helping me remain steadfast in my pursuit of excellence.

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Signing Avatars: Using Virtual Reality to Support Students with Hearing Loss

Rural Special Education Quarterly

Students who are deaf or hard of hearing (D/HH) need additional support to learn curricular conte... more Students who are deaf or hard of hearing (D/HH) need additional support to learn curricular content and achieve academic outcomes. Students who attend rural schools may face greater challenges since they may have more limited access to services provided specially trained deaf educators. Yet, they need specialized instruction in learning how to use sign language for communication or for learning core academic concepts, especially in content areas such as mathematics and science. Virtual reality has emerged as a new mechanism for providing these students with specialized instruction. This article reviews current and emerging developments in signing avatars and virtual environments for teaching critical skills to D/HH students.

Technology skills assessment for deaf and hard of hearing students in secondary school

by Nichole Zirzow and Pamela Luft

American Annals of the Deaf, 2009

To BE COMPETITIVE in the workplace, deaf and hard of hearing students must not only possess basic... more To BE COMPETITIVE in the workplace, deaf and hard of hearing students must not only possess basic computer literacy but also know how to use and care for personal assistive and listening technology. An instrument was developed and pilot-tested on 45 middle school and high school deaf and hard of hearing students in 5 public school programs, 4 urban and 1 suburban, to assess these students' current technology skills and to prepare them for post-high school expectations. The researchers found that the students' computer skills depended on their access to technology, which was not always present in the schools. Many students also did not know basic care practices or troubleshooting techniques for their own personal hearing aids (if worn), or how to access or use personal assistive technology.

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Technology Skills Assessment for Deaf and Hard of Hearing Students in Secondary School

American Annals of the Deaf, 2009

Constituent pressure from parents, communities, and employers has challenged schools to ensure th... more Constituent pressure from parents, communities, and employers has challenged schools to ensure that all students are technology literate. Deaf and hard of hearing students need to be equally technology literate in order to compete in the changing job market. In 2007 the Bureau of Labor Statistics predicted that computer systems design and related service professions will be among the top 10 occupations for job growth between 2006 and 2016, with an anticipated overall increase of 38.3%. Among the BLS's more specific job growth predictions were the following: network systems and data communications analysts + 53.4% computer software engineers for applications + 44.6% computer systems analysts + 29.0% computer software engineers for systems software + 28.2% These data indicate that strong technology skills are increasingly essential to obtaining and maintaining employment. Because the qualifications for the computer systems occupations listed above all include a bachelor's degree, students will need to work with their individualized education plan (IEP) teams to develop the skills necessary to compete and succeed in technology-rich postsecondary O B E C O M P E T I T I V E in the workplace, deaf and hard of hearing students must not only possess basic computer literacy but also know how to use and care for personal assistive and listening technology. An instrument was developed and pilot-tested on 45 middle school and high school deaf and hard of hearing students in 5 public school programs, 4 urban and 1 suburban, to assess these students' current technology skills and to prepare them for post-high school expectations. The researchers found that the students' computer skills depended on their access to technology, which was not always present in the schools. Many students also did not know basic care practices or troubleshooting techniques for their own personal hearing aids (if worn), or how to access or use personal assistive technology.

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