Percepción docente del aprendizaje mediado tecnológicamente en aulas italianas

Abstract

Con la difusión de las tecnologías, la vida cotidiana de todas las personas se ha revolucionado totalmente. En el contexto escolar, ha cambiado tanto el proceso de enseñanza como la forma en que el alumnado aprende. La tecnología ha ayudado a hacer partícipe a toda la clase, incluidos los alumnos con necesidades educativas especiales, así como a desarrollar la competencia digital de todos, lo que será muy útil para aprender a lo largo de la vida y esencial para conseguir la inclusión. Este trabajo presenta los primeros resultados de un estudio comparativo de casos centrado en tres escuelas Primarias en Consorcio Municipal Libre de Trapani (Italia). El objetivo del estudio es conocer qué percepción tienen los docentes sobre el uso de las tecnologías y cómo se implementan en las escuelas. Para la recogida de la información se utilizaron entrevistas individuales con los docentes. Los resultados muestran el reconocimiento de los beneficios del uso pedagógico de las tecnologías, tanto en relación con el aprendizaje como con la inclusión escolar y social del alumnado con necesidades educativas especiales.

Functionality of Apps for People with Autism: Comparison between Educators from Florence and Granada

“…This suggests that, previously, the potential of the apps may not be perceptible, and the apps designed specifically for working with people with autism may not be known [ 29 ], or there is a lack of training for their use [ 29 , 30 , 31 ]; however, as they are used, the return and practice increase. Teachers need to know the digital resources that are suitable for each student [ 33 ], in order to be able to use them and give meaning to their educational practice.…”

“…As a function of the city of origin, the participants from Granada found more benefits than those from Florence in the apps as a motivating tool for cognitive development, learning how to read, and the promotion of leisure and entertainment. Equally, the Granada teachers revealed a greater use of apps for developing communication [ 33 ], oral language, and the understanding and expression of emotions. These results are curious, as there are more differences than expected according to this variable.…”

“…The participants with less experience indicated that they used apps for developing communication less than those with more experience. In the study by Saladino et al [ 33 ], in Italy, it was found that educators who had more professional experience with people with ASD used ICT less frequently. Nevertheless, a priori, these results could be compared due to the similarity of the variable “experience” and “city of origin”, as the data are very generic and do not provide detail about the use of apps or the purpose of using ICT.…”

“…Among the benefits indicated by the teachers, it was highlighted that apps complement the use of other work media such as textbooks or the blackboard, that they are motivating tools for people with autism, and that they are an aid to reinforcing and consolidating concepts. In summary, the apps significantly support the development of key competences [ 33 ], enable access to the school curriculum [ 32 ], and provide assistance during cognitive therapies [ 31 ].…”

Future teachers facing the use of technology for inclusion: A view from the digital competence

“…In addition, technology enables the development of an inclusive learning environment characterised by the redefinition of instructional methods in both online and face-to-face models (Galliani, 2019 ). Studies such as the one by Saladino et al ( 2020 ) indicate that teachers use digital technologies daily, which helps them improve the instruction, motivation, and inclusion process for all their students. They also help students with special educational needs (SEN) to acquire new knowledge, improve their social interaction, and obtain new communicative experiences, improving the motivation, adaptation, and inclusion of students with SEN.…”