Teachers’ readiness to use ICT in the conditions of inclusive education

Oralbekova, A.K; Бегалиева, С. Б.; Ortaeva, Akmaral; Magauova, Akmaral; Suleimen, M

doi:10.1051/e3sconf/202125807021

Cited by 5 publications

(4 citation statements)

References 5 publications

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“…In this study, EFL teachers concede the learning facilities of educational technologies in enhancing motivation, providing feedback, and updating the traditional teaching approaches. These conclusions support studies by Michaeli, et al (2020) andOralbekova, et al (2021), which indicated that it is significant to develop the psychological readiness of teachers to use ICTs in comprehensive pedagogy and learning.…”

Section: Discussionsupporting

confidence: 90%

“…According to Rani (2017), considering the implementation of technology in the teaching/learning process, teachers must develop the knowledge and competencies compulsory to utilize ICT in their classroom instruction. Oralbekova, Begalieva, Ortaeva, Magauova, and Suleimen(2021)indicate that it is significant to develop the readiness and willingness of pre-service teachers to use Information Technologies in comprehensive pedagogy and learning.…”

Section: Towards a Technology Shift: Major Merits And Challengesmentioning

confidence: 99%

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Taking the Wave of Digitalization: Reflection on the Psychological Readiness of Teachers in Using Information and Communication Technologies

Souheyla¹,

Benmansour²

2022

AWEJ

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Considering the brainwave of the psychological approach for the use of Information and Communication Technology (ICT), collaboration, expectation, and motivation have been identified as the aspects of readiness for integrating technology into the teaching strategies. Studies have investigated the integration of ICTs in the teaching/learning process; still there is a lack of research probing the significance of the psychological readiness of teachers on their perceptions about utilizing ICTs in the Algerian EFL context. The research, between hands, aspires to bridge the gaps, reveal the significant obstacles; and barriers encountered while exploring ICTs, and investigate the following query: What are the significant psychological obstacles that might prevent the effective implementation of ICTs? A mixed-method design was used in this research, employing a survey questionnaire and semi-structured interview to collect data from thirty- five EFL teachers at the University of Mohammed Ben Ahmed in Oran; Algeria. Participant teachers reveal a satisfactory willingness for using education technologies. Lack of training, insufficient ICT skills, technology anxiety, resistance to change, and no perception of benefits were the major psychological obstacles reported by the informants. To perk up the digital proficiencies of teachers, to train them to utilize ICTs, and to explore the potential of ICTs were highly recommended to rouse in teachers, the emotional readiness to implement Information Technologies.

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Section: Discussionsupporting

confidence: 90%

Section: Towards a Technology Shift: Major Merits And Challengesmentioning

confidence: 99%

Taking the Wave of Digitalization: Reflection on the Psychological Readiness of Teachers in Using Information and Communication Technologies

Souheyla¹,

Benmansour²

2022

AWEJ

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“…According to (Park & Son, 2022) considering the implementation of technology in the teaching/learning process, teachers must develop the knowledge and competencies required compulsory to utilize ICT in their classroom instruction. Oralbekova et al (2021) indicate that it is significant to develop the readiness and willingness of pre-service teachers to use Information Technologies in comprehensive pedagogy and learning. Therefore, the hypotheses provided in this research are:…”

Section: Literature Review Psychological Engagementmentioning

confidence: 99%

Enhancing Student Performance during Online Learning with Psychosocial Processes and Information and Communication Technology Competence: The Role of Psychological Engagement as Mediator

Uyun,

Bahriah,

Zulhijra

et al. 2023

EUROPEAN J ED RES

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<p style="text-align: justify;">Some Indonesians may still regard online education as a novel, although they frequently engage in online-related activities without even realizing it. The quality of learning, satisfaction, achievement, retention, and, more broadly, personal growth are all favorably correlated with student engagement. For students to provide their best effort and succeed in online learning, it is crucial to have good psychological engagement in them. This engagement will help their psychological processes and dispositions to improve. The quantitative research methodology was utilized in this research. In addition, 800 high school students from South Sumatra participated in this research as a sample. The structural equation model is analyzed (SEM). The findings indicated that 85.9 percent of the time, a psychological commitment is influenced by information communications technology (ICT) proficiency, psychosocial processes, and student performance. Thus, the value of .713 indicates that psychological involvement, psychosocial processes, and ICT proficiency all impact student performance. This study demonstrates that every hypothesis has a favorable and significant impact. These circumstances suggest that students who are proficient in ICT and psychosocial processes will be able to enhance their performance through challenging and dry learning. The interaction between students while learning strengthens this condition.</p>

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“…The scientific paper by Oralbekova et al (2021) delves into the crucial aspect of preparing future pre-school teachers for the effective utilization of Information and Communication Technologies (ICT) within the context of inclusive education, particularly during their training at universities. A notable contribution of the article is the introduction of the structural and content model that outlines the framework for cultivating the necessary skills and knowledge in pre-service teachers to effectively integrate ICT in inclusive educational settings.…”

Section: Theoretical Overviewmentioning

confidence: 99%

Electronic Technologies to Ensure Individual Learning of Education Seekers with Special Needs

2023

Futurity of Social Sciences

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This article aims to analyze the utilization of electronic technologies for facilitating individualized education for education seekers with special needs. The study involved 110 teachers from diverse educational institutions in Kazakhstan, each possessing experience in working with students with special needs. Inclusion criteria ensured a variety of grade levels, subject areas, and teaching experiences. Participants, eligible with a minimum of one year's teaching experience and prior work with students with special needs, were surveyed using a specially designed questionnaire. This research provides a comprehensive examination of the challenges faced by students with special education needs, encompassing cognitive, physical, and sensory disabilities. The study explores the role of specialized software, such as text-reading computer programs and speech recognition systems, in enhancing behaviour and positive interactions. The emphasis on adaptive technologies, interactive whiteboards, tablets, advanced training programs, and video platforms reflects the evolving landscape of educational technology for inclusive practices. The findings underscore the significance of electronic technologies, with 87 out of 110 teachers emphasizing the role of special software. Interactive whiteboards, tablets, and advanced training programs were also recognized by a considerable number of participants. Adaptive technologies, altering content based on student needs, were utilized by 81 teachers. While 59 teachers incorporated special video platforms, 48 used communication applications. Conclusions: the study highlights challenges in the provision of individualized education for students with disabilities, including limited technology access, language barriers, cultural insensitivity of electronic tools, and financial constraints. The identified difficulties underscore the need for comprehensive strategies to address these barriers and ensure equitable access to electronic technologies for effective inclusive education. This research contributes valuable insights into the current landscape of electronic technology integration in inclusive education and provides a foundation for future efforts to enhance individualized learning experiences for students with special needs.

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Teachers’ readiness to use ICT in the conditions of inclusive education

Cited by 5 publications

References 5 publications

Taking the Wave of Digitalization: Reflection on the Psychological Readiness of Teachers in Using Information and Communication Technologies

Taking the Wave of Digitalization: Reflection on the Psychological Readiness of Teachers in Using Information and Communication Technologies

Enhancing Student Performance during Online Learning with Psychosocial Processes and Information and Communication Technology Competence: The Role of Psychological Engagement as Mediator

Electronic Technologies to Ensure Individual Learning of Education Seekers with Special Needs

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