Teacher Training in the Use of ICT for Inclusion: Differences between Early Childhood and Primary Education

Palomino, María Carmen Pegalajar

doi:10.1016/j.sbspro.2017.02.055

Cited by 32 publications

(28 citation statements)

References 12 publications

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“…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). If trainees used ICT tools more actively during their university studies, they would be more likely to apply ICT methods frequently in their teaching practice (Baglama et al, 2017;Yeni and Gecu-Parmaksiz, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Nowadays, the use of information and communication technologies (ICT) has become an integral part of our daily lives; therefore, it is essential to integrate them into instructional practices (Çapuk, 2015;Palomino, 2017). ICT devices and ICT-related teaching methods can positively affect students' achievement in ICT use and communication (Comi et al, 2017).…”

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

confidence: 99%

“…Another important issue that may be beneficial in the development of SEN children is the use of information and communication technologies (ICT) in the teaching and learning process (Palomino, 2017). New methods can be introduced and education can be tailored to students' needs through technology (Hardman, 2019;Yeni and Gecu-Parmaksiz, 2016).…”

Section: Introductionmentioning

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%

Section: Introductionmentioning

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 use of ICT in this teaching practice course should not make this subject difficult and complicated, but instead must make this course an easy and comfortable learning. The main point is the achievement of key competencies, both as ECE teachers and elementary school teachers (Palomino, 2016).…”

Section: Introductionmentioning

confidence: 99%

Teaching Practice Patterns in ECE Teacher Program in Distance Education in Indonesia

Tatminingsih

2020

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This purpose paper describes a pattern of micro teaching in teacher education through online learning programme using the moodle application. This article was the result of a study with qualitative paradigm. Research method with survey and data collecting using structured interviews and questionnaires. The research subjects were students who took online tutorial in Strengthening Teaching Courses (STC) in The Early Childhood Teacher Education in Universitas Terbuka (UT), Indonesia in 2018. The finding of the research are online micro teaching patterns in the Online STC that have similarities with face-to-face tutorials. Teaching practices should be a cycle: planning, implementation, evaluation and reflection on their own teaching practices. In addition, to evaluate themselves, students can also be evaluated by the others students and peers by online. In online tutorial, the pattern of micro teaching developed is simpler to understand by students independently and can be an alternative practice teaching course in online teacher education program

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“…ICT included internet seems to significantly influence reading habits in the view of the latest literacy trends (Lyons, 1999;Palomino, 2017). It gives an impact on everyone unexceptionally students.…”

Section: Introductionmentioning

confidence: 99%

Internet Use, Reading Habit and Reading Ability of Students of Private Junior High Schools in Kecamatan Ilir Timur II Palembang

Priambodo

Loeneto

Diem

2019

scr. j. j. linguist. engl. teach.

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This study is aimed to find out whether or not (1) there is any significant correlation between reading ability and reading habit, (2) There is any significant correlation between reading ability and internet use, (3) There is any significant correlation among reading ability, internet use, and reading habit of students of private junior high schools in Kecamatan Ilir Timur II Palembang. The researcher collects the data through 2 instruments namely, reading tests and questionnaires. A test is used to find out students' reading ability and questionnaires are used to find out students' reading habits and internet use. The population of this study is 803 and 120 for the population. There are some steps that the researcher has done to analyze the data. The steps are presenting and describing the data, testing the hypotheses, and analyzing the regression. From the results, only internet use and reading ability that have a significant correlation (p-value > 0.05). The result of regression analysis between internet use to reading ability shows that the correlation between those variables is 16,7%. In conclusion, the main problems that cause the absence of a correlation between reading habits and reading ability, reading habits and internet use are from the students themselves and the facilities provided by their school.

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Teacher Training in the Use of ICT for Inclusion: Differences between Early Childhood and Primary Education

Cited by 32 publications

References 12 publications

Exploring Hungarian teachers’ perceptions of inclusive education of SEN students

Exploring Hungarian teachers’ perceptions of inclusive education of SEN students

Teaching Practice Patterns in ECE Teacher Program in Distance Education in Indonesia

Internet Use, Reading Habit and Reading Ability of Students of Private Junior High Schools in Kecamatan Ilir Timur II Palembang

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