<scp>ICT</scp>‐supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970–2011

Starčič, Andreja Istenic; Bagon, Špela

doi:10.1111/bjet.12086

Cited by 92 publications

(61 citation statements)

References 116 publications

(255 reference statements)

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“…Ahora bien, si nos situamos en el ámbito de la discapacidad, podemos comprobar que son escasos los estudios que ponen especial énfasis en el potencial que tienen las TIC en estudiantes con diversidad funcional por discapacidad (Shih, Shih, y Luo, 2011;Wallace y Georgina, 2014;Khetarpal, 2014;Istenic y Bagon, 2014;Ramos y Andrade, 2016;Turner-Cmuchal y Aitken, 2016;Alper y Goggin, 2017).…”

Section: Establecimiento Del Problema Y Justificación Del Estudiounclassified

TIC y diversidad funcional: conocimiento del profesorado

Batanero¹,

Rodríguez-Martín²

2018

Ejihpe

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La educación de calidad en igualdad y equidad requiere el compromiso de todos los miembros de la comunidad educativa. Este se adquiere favoreciendo la formación permanente del profesorado, un aprendizaje continuo adaptado a las necesidades y a las características de los alumnos. En este contexto, el presente artículo muestra los resultados de una investigación cuyo propósito ha sido conocer el nivel de formación y conocimiento del profesorado de educación primaria de Andalucía, con respecto a la aplicación de las TIC a personas con diversidad funcional. El diseño de investigación utilizado ha sido de tipo mixto (metodología cuantitativa y cualitativa), analizándose 342 cuestionarios suministrados a docentes de educación primaria y 84 entrevistas realizadas a informantes claves (miembros de equipos directivos, coordinadores TIC, directores y asesores tecnológicos de centros de formación del profesorado). Entre las conclusiones podemos destacar la falta de conciencia y preparación por parte del profesorado, así como que el desarrollo de experiencias de formación en este ámbito sigue siendo insuficiente y, en ocasiones, inexistente.Palabras clave: Tecnologías de la Información y Comunicación; diversidad funcional; entrevista; formación del profesorado; inclusión educativa, accesibilidad.ICT and functional diversity: knowledge of the teaching staff. Quality education in equality and equity requires the commitment of all members of the educational community. This is acquired by promoting the ongoing training of teachers, a continuous learning adapted to the needs and characteristics of the students. In this context, this article shows the results of a research whose purpose has been to know the level of training and knowledge of teachers of primary education in Andalusia, regarding the application of ICT to people with functional diversity. The research design used has been of mixed type (quantitative and qualitative methodology), analyzing 342 questionnaires provided to teachers of primary education and 84 interviews with key informants (members of management teams, ICT coordinators, directors and technological advisers of training centers of teachers). Among the conclusions we can highlight the lack of awareness and preparation on the part of the teaching staff, as well as the development of training experiences in this area is still insufficient and, sometimes, non-existent.

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Section: Establecimiento Del Problema Y Justificación Del Estudiounclassified

TIC y diversidad funcional: conocimiento del profesorado

Batanero¹,

Rodríguez-Martín²

2018

Ejihpe

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“…An important aspect that should be considered in inclusive education is the characteristics of students with different SN and the factors requirements that affect their ICT use. Therefore, special attention is required when choosing the appropriate ICT tools to support the learning of different groups of stu-dents with SN [23], as certain particularities can directly affect the ICT use (e.g., poor vision, hearing, language understanding).…”

mentioning

confidence: 99%

Information Communication Technology Use among Students in Inclusive Classrooms

Bagon¹,

Gačnik²,

Starčič

2018

Int. J. Emerg. Technol. Learn.

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Abstract-Inclusion has brought diversity into 21st-century classrooms and introduced challenges for teachers who must adapt their teaching to diverse groups of children. Related research findings indicate that information and communication technology (ICT) can be used to provide personalized learning and support inclusion. Our research compared the school-and leisure-related computer use of students in inclusive classrooms. The frequency of computer use, types of ICT-supported activities, and attitudes toward computer use were examined. Consistent with those of previous studies, our findings show that students with special needs (SN) and their peers use computers more frequently for leisure activities than for school activities. Compared with their peers, students with SN use computers less frequently and are more resistant to computer use. No correlation was found between the presence of SN and a student's desire to use a computer or a student's opinion on whether computer use improves learning success. A comparison of male and female students revealed that boys use computers more frequently, and have a stronger belief that computer use improves learning success. This study discusses ICT integration in inclusive classrooms for personalized learning in all domains of learning, the cognitive, affective-social, and psychomotor domains. The main conclusions derived from the study inform teachers in planning their ICT integration for cognitive, social and emotional scaffolding of students in inclusive classrooms.Keywords-information and communication technology (ICT), inclusive class, students with special needs 56

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“…() concluded that teachers posited that ICT courses were not offered at schools of hearing‐impaired students due to inadequate computer equipment and busy time tables although students had skills and knowledge. In a content analysis of all papers published from 1970 to 2011, Istenic Starcic and Bagon () concluded that early research about inclusion have focused on access to technological equipment and web access at schools to promote inclusion. Schools facilitated the teachers’ use of information technology for classroom preparation for students with special needs.…”

Section: Discussionmentioning

confidence: 99%

“…The topic of ICT for individuals with disabilities has not had considerable attention in the literature (Istenic Starcic and Bagon, ). Research related to special education teachers’ perceptions or attitudes towards using technology, or even special education teachers’ use of technology, in Oman is scarce.…”

Section: Introductionmentioning

confidence: 99%

Attitudes of special education teachers towards using technology in inclusive classrooms: a mixed‐methods study

Mohamed

2018

Research in Spec Educ Needs

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The purpose of this mixed‐methods study was to explore special education teachers’ attitudes towards using technology in inclusive classrooms in Oman. The sample consisted of 428 special education teachers working in Omani public schools (250 teachers of students with learning disabilities (LD), 90 teachers of students with intellectual disability and 88 teachers of students with hearing impairment). Participants responded to the attitudes towards computers questionnaire. For the qualitative section of this study, three semi‐structured group interviews were conducted with a group of special education teachers: 15 teachers of students with hearing impairment, 15 teachers of students with intellectual disabilities and 15 teachers of students with LD). Also, the teachers responded to a survey of educational technology which encompassed seven questions about computer technology. Results of the study indicated that the special education teachers’ attitudes towards using computers were generally positive. The most notable positive attitudes were in the following subscales: special education considerations, staff development considerations, computers use in society, and computers and quality of instruction issues. The analysis of variance results showed that experience and type of disability did not have a significant effect on teachers’ attitudes towards technology.

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ICT‐supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970–2011

Cited by 92 publications

References 116 publications

TIC y diversidad funcional: conocimiento del profesorado

TIC y diversidad funcional: conocimiento del profesorado

Information Communication Technology Use among Students in Inclusive Classrooms

Attitudes of special education teachers towards using technology in inclusive classrooms: a mixed‐methods study

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