Tecnología Y Discapacidad en La Educación Superior

Batanero, José María Fernández; Rebollo, Miguel María Reyes

doi:10.2307/j.ctv36k5dbs.4

Cited by 2 publications

(3 citation statements)

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“…Are recommendations made for future research? Four studies [30][31][32][33] were excluded based on the quality issues raised in the checklist.…”

Section: Assessment Of the Methodological Quality Of The Studiesmentioning

confidence: 99%

“…Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Aranda et al [34] Cabero et al [14] Batanero et al [33] Batanero et al [35] Batanero et al [36] Huamán et al [37] Kapalu et al [38] Leiva et al [39] López et al [40] Medina et al [41] Moriña et al [22] Moriña et al [42] Okolo et al [31] Perera et al [43] Rojas et al [32] Román et al [44] Román et al [45] Rosario et al [30] The green color meets the marked characteristics. The red color means that it does not meet the marked characteristics.…”

Section: Conflicts Of Interestmentioning

confidence: 99%

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Impact of University Teachers’ Technological Training on Educational Inclusion and Quality of Life of Students with Disabilities: A Systematic Review

Fernández‐Cerero

Rueda

Batanero

2023

IJERPH

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Higher education institutions moving towards the inclusive education model have to offer quality education for all students. In this sense, the use of technologies favours not only the education of people with disabilities, but also their quality of life. However, these people may encounter real problems of access to technologies due, among other factors, to the lack of teacher training, causing a public health problem. In this line, our study includes a systematic review of the literature that aims to know the impact of the technological training of university teachers in relation to educational inclusion and the improvement of the quality of life of students with disabilities. To this end, a search of the literature published in the last decade was carried out in six databases (Dialnet, Google Scholar, Scopus, Web of Science, ERIC, and SciELO), selecting 14 articles out of 1204 initial ones. The studies were analysed following the PRISMA methodology. The main findings are the scarcity of research literature on the digital competence of university teachers and its impact on the educational inclusion and quality of life of students with disabilities. Likewise, there is a clear lack of knowledge about the use of digital tools and a lack of knowledge about the different disabilities that teachers may encounter in higher education classrooms.

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“…Are recommendations made for future research? Four studies [30][31][32][33] were excluded based on the quality issues raised in the checklist.…”

Section: Assessment Of the Methodological Quality Of The Studiesmentioning

confidence: 99%

Section: Conflicts Of Interestmentioning

confidence: 99%

Impact of University Teachers’ Technological Training on Educational Inclusion and Quality of Life of Students with Disabilities: A Systematic Review

Fernández‐Cerero

Rueda

Batanero

2023

IJERPH

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“…Se aprecia un esfuerzo por optimizar la enseñanza y el aprendizaje, incorporando herramientas como pizarras digitales, ordenadores, realidad aumentada, y, en algunos casos, realidad virtual y robótica. Así mismo para aquellos con Síndrome de Down, la educación mediática se presenta como un proceso que se apoya en herramientas visuales, teniendo en cuenta su capacidad para comprender lo abstracto (Batanero, 2020).…”

Section: Introductionunclassified

Importancia de los entornos educativos virtuales en la inclusión de los estudiantes de primaria con Dislexia

Altamirano,

Solís,

Landires

et al. 2024

S. F. J. of Dev.

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El presente estudio aborda el desafío de integrar a estudiantes con dislexia en entornos educativos virtuales. Su objetivo central es analizar la relevancia de dichos entornos para lograr una inclusión efectiva de estudiantes de primaria con dislexia. La metodología empleada adopta un enfoque mixto, combinando aspectos cualitativos y cuantitativos mediante encuestas con escalas de Likert, dirigidas a 44 docentes de educación básica en una Unidad Educativa de la provincia del Guayas, Ecuador. Los resultados obtenidos resaltan la percepción positiva de los docentes acerca de la importancia de los entornos educativos virtuales para la inclusión de estudiantes con dislexia. La mayoría de los participantes sostiene que estas herramientas son esenciales para mejorar el proceso educativo de estos estudiantes.

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Tecnología Y Discapacidad en La Educación Superior

Cited by 2 publications

References 0 publications

Impact of University Teachers’ Technological Training on Educational Inclusion and Quality of Life of Students with Disabilities: A Systematic Review

Impact of University Teachers’ Technological Training on Educational Inclusion and Quality of Life of Students with Disabilities: A Systematic Review

Importancia de los entornos educativos virtuales en la inclusión de los estudiantes de primaria con Dislexia

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