Technology as a Tool for Inclusive Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".

Deadline for manuscript submissions: closed (31 January 2024) | Viewed by 7041

Special Issue Editors

Department of Teaching and Educational Organization, University of Sevilla, 41013, Sevilla, Spain
Interests: teacher training; special education; ICT; digital competence
Department of Teaching and Educational Organization, University of Sevilla, 41013 Sevilla, Spain
Interests: teacher training; special education; ICT; digital competence
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear colleagues,

Nowadays, there is growing interest in the role that technological resources can play in education. Although scientific production in the field of educational technology has been increasing in recent years, it is necessary to increase the knowledge on the impact they have on the inclusion of students. Studies supporting those technological resources can help students with disabilities. However, knowledge on how technologies influence their inclusion is limited. Therefore, it is necessary to try to understand how we can incorporate these tools to support the inclusion of these students.

 Today's students have access to the most powerful resources and devices. However, depending on the objectives and needs of the learners, the tools that are best suited to each context must be chosen to achieve the desired results. Although the use of technology brings many benefits in the classroom, sometimes, educational objectives are not achieved because the digital devices used are not appropriate. It is therefore necessary to adapt these tools to the characteristics of the users.

 This Special Issue aims to contribute to this through different recent contributions that study the subject from different points of view. We welcome contributions from international researchers addressing the role of ICT in inclusive education. Articles are sought that present different perspectives on the topic, examine challenges to implementing effective practice and consider prospects for research. Of particular interest are contributions that focus on the use of technological tools for student inclusion, or those that address the challenges of their implementation, as well as the impact of teachers' digital competence.

 In this way, it is intended that this Special Issue will help to enable a community of educational researchers and practitioners to consider the latest thinking on this topic.

Prof. Dr. Marta Montenegro-Rueda
Prof. Dr. José María Fernández-Batanero
Guest Editors

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Keywords

  • technology
  • inclusive education
  • special education
  • teacher training
  • assistive technologies
  • accessibility
  • digital competence

Published Papers (3 papers)

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Research

9 pages, 800 KiB  
Article
Development of Digital Teaching Competence: Pilot Experience and Validation through Expert Judgment
by Juan Jesús Gutiérrez-Castillo, Antonio Palacios-Rodríguez, Lorena Martín-Párraga and Manuel Serrano-Hidalgo
Educ. Sci. 2023, 13(1), 52; https://doi.org/10.3390/educsci13010052 - 03 Jan 2023
Cited by 6 | Viewed by 1921
Abstract
The development of digital teaching competence is one of the fundamental requirements of what is known as the “knowledge society”. With the aim of evaluating, from an expert point of view, the design of a training itinerary oriented to the training development of [...] Read more.
The development of digital teaching competence is one of the fundamental requirements of what is known as the “knowledge society”. With the aim of evaluating, from an expert point of view, the design of a training itinerary oriented to the training development of non-university teachers under the t-MOOC architecture for the improvement of digital teaching competence (DTC), the following quantitative research is presented. For this purpose, a quantitative validation design was established using the expert judgement technique. To measure the level of the expert coefficient, the expert competence (K) index was calculated for a random sample of 292 subjects participating in the study: teachers belonging to preschool and primary schools in the Andalusian community. The responses of those experts who scored ≥0.8 on the external competence index were then selected. The results demonstrate the validity of the tool produced (T-MOOC) as well as the uniformity of the criteria of the experts participating in the evaluation. Consequently, the necessary structuring of personalised training plans supported by reference models is discussed. Full article
(This article belongs to the Special Issue Technology as a Tool for Inclusive Education)
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10 pages, 521 KiB  
Article
The Legends of Elendor: Educational Gamification as an Influential Factor in Academic Flow and Academic Performance in Socially Depressed Communities
by Ana Manzano-León, José M. Rodríguez-Ferrer, José M. Aguilar-Parra and Carlos Salavera
Educ. Sci. 2023, 13(1), 8; https://doi.org/10.3390/educsci13010008 - 21 Dec 2022
Cited by 2 | Viewed by 1458
Abstract
Secondary education needs to find learning strategies that favor student engagement, particularly in socially deprived communities. The objective of this study is to analyze the influence of gamification on educational flow and academic performance. A quasi-experimental pre-test/post-test study has been carried out with [...] Read more.
Secondary education needs to find learning strategies that favor student engagement, particularly in socially deprived communities. The objective of this study is to analyze the influence of gamification on educational flow and academic performance. A quasi-experimental pre-test/post-test study has been carried out with 207 secondary school students that compares the gamified cooperative learning method with the directive teaching methodology. The results show statistically significant differences in perceived class flow and academic performance in favor of the gamified group. In addition, it has been analyzed whether these improvements vary according to sex, proving that the gamified methodology is just as effective for girls as for boys. It is concluded that the game systems achieved with gamification favor student engagement because they perceive the tasks as enjoyable and immersive. Full article
(This article belongs to the Special Issue Technology as a Tool for Inclusive Education)
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12 pages, 1543 KiB  
Article
Generational Inclusion: Getting Older Adults Ready to Own Safe Online Identities
by Chiara Zanchetta, Hannah Schiff, Carolina Novo, Sandra Cruz and Carlos Vaz de Carvalho
Educ. Sci. 2022, 12(10), 715; https://doi.org/10.3390/educsci12100715 - 18 Oct 2022
Cited by 2 | Viewed by 2961
Abstract
This article presents an initiative that addresses the problem of the digital literacy generational gap, targeting older adults that struggle to integrate the digital world and are unaware of the dangers of the online environment. The article has a European scope but with [...] Read more.
This article presents an initiative that addresses the problem of the digital literacy generational gap, targeting older adults that struggle to integrate the digital world and are unaware of the dangers of the online environment. The article has a European scope but with a special attention to the Portuguese context. The methodological approach started with a theoretical research on digital and online literacy of adults, followed by the design of an innovative training program specifically designed for this target group and finished with the results of the evaluation of the impact of the training. The overall conclusion, based on the achieved results, leads us to think that it is possible to improve the digital literacy of older adults so that they become effective online users while being alert to the dangers of the online world. Therefore, the work conducted is expected to contribute to a greater awareness of the importance and socio-economic possibilities that arise from the digital and technological investment for stimulating the integration of the older generation in the digital context. Full article
(This article belongs to the Special Issue Technology as a Tool for Inclusive Education)
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