Teachers' digital competence and inclusive education at school. An analysis of teacher attitudes
Inclusive education and the implementation of Information and Communication Technologies in the 21st centuryclassroom are priority objectives in global agendas. However, few studies focus on and combine the following areas ofstudy: Inclusive education and Digital Competence (IE and DC). This researc...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Universidad del País Vasco |
| Repositorio: | Addi. Archivo Digital para la Docencia y la Investigación |
| OAI Identifier: | oai:addi.ehu.eus:10810/78336 |
| Acceso en línea: | http://hdl.handle.net/10810/78336 |
| Access Level: | acceso abierto |
| Palabra clave: | compulsory education digital competences inclusive education technology teachers |
| Sumario: | Inclusive education and the implementation of Information and Communication Technologies in the 21st centuryclassroom are priority objectives in global agendas. However, few studies focus on and combine the following areas ofstudy: Inclusive education and Digital Competence (IE and DC). This research gathers the opinion of 221 active teachers onthese two variables through a sample composed of participants from Spain and 10 Latin American countries. Theseeducational professionals responded to a questionnaire created ad hoc, tested by a group of experts, and based oninstruments previously validated by the scientific community. There were 30 items scored on a scale of 1-7 for the areas ofstudy. The results indicate that the participating teachers attach high importance to the study variables, although they lackthe training and competence necessary for their performance. Furthermore, basic and advanced levels of perceptionregarding the importance of inclusive education and digital competence are identified, which are similar in the basic levelsand increasingly disparate at the advanced levels due to specialization. (PDF) Teachers' digital competence and inclusive education at school. An analysis of teacher attitudes. |
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