Attitudes and opinions of special education candidate teachers regarding digital technology

Özdamlı, Fezile

doi:10.18844/wjet.v9i4.2581

Cited by 22 publications

(23 citation statements)

References 14 publications

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“…These items for SEN students were reported even lower. However, a number of research reinforced the significance of ICT tools in developing SEN students (Martínez, 2011;Ozdamli, 2017). Numerous studies have also highlighted the crucial role of ICT tools in higher education (Nagy and Hab ok, 2018;Palomino, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…It can play an important role in enhancing knowledge acquisition and in the development of specific skills. Technology-based tools and equipment can facilitate the acquisition of almost all subjects (Baglama et al, 2017;Ozdamli, 2017). In addition, ICT offers complementary support tools for teachers; for example, in measurement and testing processes, technology-based assessment can provide instant feedback that shortens working time and improves efficiency (Csap o and Moln ar, 2019; Moln ar and Csap o, 2019).…”

Section: The Role Of Ict In the Development Of Sen Studentsmentioning

confidence: 99%

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Exploring Hungarian teachers’ perceptions of inclusive education of SEN students

Magyar

Krausz

Kapás

et al. 2020

Heliyon

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The purpose of the current study is to identify Hungarian teachers' perceptions of special educational needs (SEN) and to explore their teaching practices in relation to ICT tools involved in classes with both SEN and typically developing students. A hypothesized model was developed and tested based on the relevant literature to map the relations of the variables. The research was conducted among primary and secondary school teachers (N ¼ 121) using an adapted version of the Audit of provision for students with special educational needs self-evaluation scale (Stack, 2007), which was rounded out with ICT issues and background data on teachers' knowledge of SEN practices acquired at university. A path analysis showed significant links between the teaching-and learningrelated factors on the scale. We also observed significant relationships between ICT variables, but the effect between the two factors is rather limited. The quality of curriculum provision is the only significant factor which has a significant effect on using ICT teaching material. Our model also highlighted that teachers' knowledge of SEN acquired at university represents a determining factor in using ICT tools in SEN education. Teacher trainees who acquire comprehensive knowledge in their university education courses on teaching SEN students possess more profound skills to deal with them and possess higher-level competences in using ICT in their teaching practice. This study demonstrates that teaching SEN students in an integrated education system poses unique challenges; therefore, it is a relevant topic and an issue to be addressed. Our hope is that the results from this study will be useful in the future for schools and teachers educating students with special educational needs and that the findings will improve the overall understanding of inclusive education among schools and teachers.

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Section: Discussionmentioning

confidence: 99%

Section: The Role Of Ict In the Development Of Sen Studentsmentioning

confidence: 99%

Exploring Hungarian teachers’ perceptions of inclusive education of SEN students

Magyar

Krausz

Kapás

et al. 2020

Heliyon

View full text Add to dashboard Cite

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“…Thus, in recent decades there has been a growing use of digital technologies to transform the way people engage in activities, including academic research. Digital technologies refers to hardware and software resources that produce, share, and store information electronically (Ozdamli, 2017). As part of the networked digital communications tools from the Third Industrial Revolution and the Internet age, social media communications applications such as WhatsApp, course management systems (CMS) such as Moodle (Modular Object Oriented Dynamic Learning Environment), and online databases are examples of digital technologies that been developed that support academic teaching and learning, and research.…”

Section: Observes Thatmentioning

confidence: 99%

Students’ experiences of using digital technologies to address their personal research needs during the COVID-19 lockdown

Sokhulu

2020

African Identities

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Digital technologies have been developed for postgraduate students to help them to access data and published research, write their dissertations, and communicate with their supervisors. In South Africa, the COVID-19 pandemic has compelled masters students to make greater use of digital technologies to ensure continuity and productivity under government-imposed lockdown at home. In previous studies, students have been observed to use digital technologies to address professionalisation or socialisation experiences at the expense of personalisation experience. This qualitative case study of five master's students explores their experiences of using digital technologies during the COVID-19 lockdown. The participants were purposively selected from a larger sample of 14 students who participated in the researcher's doctoral study. Semi-structured interviews, focus group discussion and questionnaire methods were conducted with the participants, and inductive (thematic) analysis, in conjunction with deductive analysis (using the Persona-Tech analytical framework proposed in this study) was used to analyse and interpret the data. The findings revealed that some participants were aware of their personal research needs, and were able to identify digital technologies suitable for their studies during the COVID-19 pandemic. In the process of knowing and understanding their research needs, the participants became problem-centred and be able to tolerate uncertainty caused by COVID-19. These participants emphasised convenience and continuity. However, other participants experienced the unsystematic introduction of these digital technologies as a barrier to usage. This study suggests that researchers combine their socialisation and professionalisation experiences of using technology to create a personalisation experience that addresses their individual research needs.

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“…The implementation of education in Indonesia and even throughout the world today is faced with the development and rapid technological progress [1]. The development and advancement of technology now allow anyone to learn anytime and anywhere with a very broad scope, for example by e-mail, chat, e-book, e-library, and even allows everyone to share information sans having to meet in person with the source of the information [2].…”

Section: Introductionmentioning

confidence: 99%

Development of Integrated Physics Learning E-Module with Pancasila Character Values in Work and Energy Subjects

Sari¹,

Ariswan²

2021

Advances in Social Science, Education and Humanities Research

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This study aims to produce an integrated physics learning e-module with Pancasila character values in work and energy subjects that is feasible to use. The type of research used is research and development. The development procedure is guided by the 4-D model. Research subjects consisted of material experts, media experts, physics teachers, peer reviewers, and 30 students of class X MIPA SMA N 1 Gading Rejo. The data collection technique used observation techniques, literature study techniques, documentation, and questionnaire techniques. The research instruments used include observation sheets, product feasibility assessment sheets, and student response questionnaire. Data collected were analyzed using descriptive analysis. The results showed that the integrated physics learning e-module with Pancasila character values in work and energy subjects was feasible for use with the "Very Good" category based on the assessment of material experts, media experts, physics teachers, peer reviewers, and student responses. Based on these findings, the teacher can use this e-module as a reference for student learning resources in the learning process both inside and outside the classroom because the e-module has been tested for its feasibility.

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Attitudes and opinions of special education candidate teachers regarding digital technology

Cited by 22 publications

References 14 publications

Exploring Hungarian teachers’ perceptions of inclusive education of SEN students

Exploring Hungarian teachers’ perceptions of inclusive education of SEN students

Students’ experiences of using digital technologies to address their personal research needs during the COVID-19 lockdown

Development of Integrated Physics Learning E-Module with Pancasila Character Values in Work and Energy Subjects

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