e-Inclusion. Towards Inclusive Digital Learning

Slootman, Marieke; Altes, Tisja Korthals; Domagała-Zyśk, Ewa; Nielandt, B.

doi:10.2991/978-2-38476-036-7_10

Cited by 3 publications

(7 citation statements)

References 11 publications

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“…Different distance learning solutions can be used depending on learners' needs, such as digital learning management systems, collaboration platforms that support live video communication, or tools for creating digital learning content. Online content can be delivered using the Internet, digital technologies, audio, live interactive video, and pre-recorded video formats (Slootman et al, 2023). Online course delivery can be synchronous (synchronous) or asynchronous (asynchronous) (Setzer & Lewis, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…However, asynchronous online environments often limit the teacher's ability to detect subtle differences in a student's physical appearance, emotional state, or tone (Frumos, 2020). Video conferencing tools address some of these challenges in synchronous environments (Slootman et al, 2023). However, infrastructure and hardware constraints can negatively affect the quality of video and other simulation software.…”

Section: Introductionmentioning

confidence: 99%

“…The widespread earthquakes and the pandemic have made the availability of learning environments necessary for SIP challenging for SWD (Porter et al, 2021). ERT can be considered a student-centered, student-centered method that can be used to maintain the educational activities of SWD affected by both pandemic and earthquake disasters (Slootman et al, 2023). It is possible and necessary to transition from ERT to the online classroom (Frumos, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Another challenge is digital barriers for SWD, who do not have high-quality technical equipment and digital connections and are less "digitally literate." At the same time, using digital tools in education offers many more options for diversification and activation, increasing the accessibility and attractiveness of education for SWD (Slootman et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

“…Getting information about teachers' experiences in conducting inclusive education through ERT, determining which strategies they used to cope with the difficulties experienced in this process, and evaluating their needs and suggestions about the process is essential for taking measures to overcome these difficulties in case similar disasters occur again in the future (Sani-Bozkurt et al, 2022;Slootman et al, 2023). Since distance education is likely to continue in the future, unless changes are made in the access and quality of online teaching in the SIP process, SWD will continue to be left behind by their peers.…”

Section: Introductionmentioning

confidence: 99%

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Inclusion Practices and Emergency Remote Teaching from the Perspective of Classroom Teachers

BİLGİÇ

2023

Sakarya University Journal of Education

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The recent Kahramanmaraş earthquake and the COVID-19 pandemic led to the implementation of emergency remote teaching (ERT) to prevent the interruption of education services. This rapid implementation of ERT in the educational process led to many new experiences for classroom teachers in implementing teaching activities for students with special educational needs (SWD) in terms of successful inclusion practices (SIP). It is essential to have information about the teachers' experiences of SIP through ERT to determine which strategies they used to cope with the difficulties experienced in this process, to assess their needs and suggestions about the process, and to take measures to overcome these difficulties to realize effective teaching in case similar disasters occur again in the future. This study aims to determine the experiences of classroom teachers on ERT practices for effective instruction for SWD in the process of SIP. The study adopts qualitative research, and a phenomenological design was utilized to analyze classroom teachers' experiences on the subject in depth. The participants of the study consisted of eight primary school classroom teachers. The research data were obtained using a semi-structured interview form applied to the participants. Through thematic analysis of the qualitative data obtained, themes, sub-themes, and codes were created and analyzed. The findings showed that the ERT process carried out within the scope of SIP has advantages and disadvantages for teachers and SWD. The Advantages and disadvantages of teaching basic academic skills (Turkish, mathematics, life science, social studies, and science) were also identified. In addition, it was concluded that teachers have needs and expectations in the SIP process for SWD, and if necessary, studies are carried out in this regard; the more comprehensive distance education method can be used in the relevant process instead of the ERT method. Research findings were discussed within the literature framework, and limitations and recommendations were stated.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Inclusion Practices and Emergency Remote Teaching from the Perspective of Classroom Teachers

BİLGİÇ

2023

Sakarya University Journal of Education

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Universal design for learning and artificial intelligence in the digital era: Fostering inclusion and autonomous learning

Saborío-Taylor,

Rojas-Ramírez

2024

International Journal of Professional Development, Learners and Learning

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In the digital era, the convergence of universal design for learning (UDL) principles and artificial intelligence (AI) stands as a transformative force shaping education. This article explores their intersection, emphasizing their combined impact on fostering inclusion and autonomous learning through the lens of UDL’s multiple means of representation, engagement, and expression. UDL, committed to inclusivity by providing various ways for students to access, engage with, and demonstrate understanding of content, synergizes with AI’s transformative capabilities. The article presents three practical applications illustrating how the integration of UDL and AI, employing multiple means, enhances autonomous learning, eliminates barriers, and cultivates inclusive educational spaces. This collaboration not only addresses immediate challenges but also serves as a catalyst for systemic change, paving the way for a more just and equitable educational landscape in the digital era. Continuous reflection, ethical considerations, and purposeful integration of UDL principles and AI are essential for refining these approaches and ensuring a responsive educational system that promotes inclusion and autonomy.

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Educational Innovation and Digital Transformation: Interconnection and Prospects for Ukraine

2024

FeD

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The integration of educational innovation and digital transformation has become increasingly crucial in reshaping educational landscapes globally. In the context of Ukraine, where the education system faces numerous challenges, understanding the interconnection between these concepts is paramount for driving meaningful change and fostering socio-economic development. This research aims to explore the interconnection between educational innovation and digital transformation, specifically focusing on its implications and prospects for Ukraine's education sector. The research employs a comprehensive literature review approach, drawing upon scholarly works and empirical studies related to educational innovation and digital transformation. Comparative analyses and impact assessment studies are utilized to provide a nuanced understanding of the complex dynamics at play. The study reveals the critical significance of embracing educational innovation and digital transformation in Ukraine. It highlights the potential of digital technologies to enhance teaching and learning practices, improve educational outcomes, and foster socio-economic development. Furthermore, the results identify key factors and opportunities associated with the integration of digital initiatives, offering insights into effective strategies and policy interventions. In conclusion, educational innovation and digital transformation represent more than fleeting trends; they are essential routes toward cultivating a robust, flexible, and globally competitive education system in Ukraine. Through embracing innovation, nurturing digital literacy, and placing a premium on educational reform, Ukraine can assert its leadership in educational excellence and secure the prosperity of forthcoming generations. The findings of this research provide valuable guidance for policymakers, educators, and stakeholders in Ukraine's education sector. By understanding the implications of educational innovation and digital transformation, stakeholders can enact evidence-based reforms, implement effective interventions, and propel Ukraine towards a more prosperous and knowledge-driven future.

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e-Inclusion. Towards Inclusive Digital Learning

Cited by 3 publications

References 11 publications

Inclusion Practices and Emergency Remote Teaching from the Perspective of Classroom Teachers

Inclusion Practices and Emergency Remote Teaching from the Perspective of Classroom Teachers

Universal design for learning and artificial intelligence in the digital era: Fostering inclusion and autonomous learning

Educational Innovation and Digital Transformation: Interconnection and Prospects for Ukraine

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