Motivations and Challenges on the Use of ICT for Teaching Special Needs Students

Puspawati, Indah; Juharoh, Rohmi

doi:10.2991/assehr.k.210120.130

Cited by 9 publications

(8 citation statements)

References 19 publications

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“…Considering the main results of this review and according to previous literature, we believe that future studies should also try to include the following aspects while testing the effectiveness of DGBL in enhancing teachers' skills and competencies: a) should take into account the moderating role of teachers' demographic characteristics (e.g., gender, age), teachers' individual factors (e.g., teachers' proneness to digital games or their innovativeness), or characteristics of the Teaching and Learning Centers (TLCs) that provide the training, that could impact on teachers' intent to use digital games; b) should include special education teachers. According to literature, indeed, Information and Communication Technologies (ICTs) have positive effects on teaching and learning in special education: assistive technology is essential for students with learning difficulties, helping them in delivering learning tasks and participating equally in the classroom (Puspawati and Juharoh, 2021);…”

Section: Conclusion and Future Perspectivementioning

confidence: 99%

The use of Digital Game-Based Learning (DGBL) in teachers’ training: a scoping review

Ragni,

Toto,

di Furia

et al. 2023

Front. Educ.

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Taking care of teachers’ competencies is essential to determine a satisfactory level of quality in teaching, with a crucial impact on the proper functioning of educational services. In order to be effective, this training must consider the most recent developments in the field of technology-enhanced learning, such as Digital Game-Based Learning (DGBL). Although research in the educational field has shown that DGBL enhances learning processes, promoting learning by doing and cooperative learning as well, with all their positive effects, there is still a paucity of studies on the subject; hence, the intrinsic reason for the present investigation. This review aims to fill this gap, analyzing studies that explore DGBL for teacher training and/or teacher attitude toward using DGBL in their professional activity. We searched the following bibliographic databases: Scopus, ERIC, and Web of Science. After an accurate screening, 20 papers have been selected and included. Main results returned a clear framework of what the current literature presents as effective DGBL training for teachers and pre-service teachers and of facilitators and barriers that impact teachers’ attitudes toward the use of DGBL at school.

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Section: Conclusion and Future Perspectivementioning

confidence: 99%

The use of Digital Game-Based Learning (DGBL) in teachers’ training: a scoping review

Ragni,

Toto,

di Furia

et al. 2023

Front. Educ.

View full text Add to dashboard Cite

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“…One of the new aspects of this curriculum is 21 st -century learning skills to stimulate structured and focused thinking pupils which leads to Higher Order Thinking Skills (MOE, 2017). Based on the study on the motivations and challenges in the use of ICT, it shows that the convenience of ICT tools in the classroom plays an important role in motivating a teacher in using ICT tools in the teaching and learning process (Puspawati & Juharoh, 2021). Thus, this study needs to explore the teachers' perception of implementing technology in preschool settings to identify the pros and cons of using technology in the preschool curriculum.…”

Section: 0: Introductionmentioning

confidence: 99%

Implementation of Technology for Pre-schoolers: A Qualitative Study

Jie Chan

2023

IJARBSS

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The purpose of this study is to investigate preschool teachers' implementation of technology for preschoolers. There are a total of 8 participants selected from the study area. The methodology implemented was using interviews and observations. All of the selected participants agreed that the implementation of technology is crucial for Generation Alpha. However, the negative impact of using technology was the misuse of technology and excessive screen time. The transition of preschool education before the pandemic was visible when the usage of technology was very limited; during the pandemic, technology was fully implemented for online lessons; and during the endemic, preschool teachers implemented technology for hybrid lessons, and at specific periods. There are challenges faced by preschool teachers such as poor internet connectivity, ineffective hybrid lessons, and inadequate ICT skills. Older children faced issues when transitioning from online to physical learning due to their difficulty in adjusting to changes in the routine for physical learning. Therefore, professional training skills, providing adequate ICT tools, stable network connections as well as support from the school's management are the ways to overcome challenges regarding the implementation of technology in preschool classrooms. Lastly, selected participants for this study suggested that individual coaching should be provided to children who faced difficulties when transitioning from online to physical learning. Thus, the researcher concluded that there is a need for preschool teachers, parents, schools, and the government to explore the preschool teachers implementation of technology as ICT technology is an important 21 st -century skill in the preschool curriculum.

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“…In the present context students and teachers both adopted various social media inside and outside the classroom of schools and colleges in the process of teaching and learning (Gao, 2019). The main motive of teachers and students' using social media was to improve the quality of their teaching and learning (Puspawati & Juharoh, 2021). Social media helped the students to enhance their quality of learning by connecting and providing access of new updates and materials (Faryadi, 2017).…”

Section: Introductionmentioning

confidence: 99%

Secondary Students’ Learning English through Social Media: A Case Study in Nepal

Ghimire

2022

IJRES

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This article reports an analysis of secondary students' experiences of using social media for learning English. It employed qualitative interpretative research design and taken online semi-structured interviews with the participants and their classes were observed to obtain qualitative information. The findings reveal that how social media helps secondary students for learning English formally inside the classroom and informally out of the classroom providing extra resources of English to improve listening, speaking, reading and writing skills. This study also examines the experiences of secondary teachers of English about using social media in the classroom. It reports on social media empowered the teachers of English by accessing various information on technique of teaching English and course contain. It further shows social media enabled secondary students and teachers to create collaborative learning environment to co-construct the knowledge. However, this study also reports on some of the teachers and students were unable to use social media regularly in their homes due to lack of electricity and internet access and proper devices. This study provides better understanding that use of social media can support learning English effectively in the future.

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Motivations and Challenges on the Use of ICT for Teaching Special Needs Students

Cited by 9 publications

References 19 publications

The use of Digital Game-Based Learning (DGBL) in teachers’ training: a scoping review

The use of Digital Game-Based Learning (DGBL) in teachers’ training: a scoping review

Implementation of Technology for Pre-schoolers: A Qualitative Study

Secondary Students’ Learning English through Social Media: A Case Study in Nepal

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