scholarly journals A Different Learning Way For Pupils With Specific Learning Disabilities

2015 ◽  
Vol 14 (10) ◽  
pp. 6157-6162 ◽  
Author(s):  
FatimaEzzahra Benmarrakchi ◽  
Jamal El Kafi ◽  
Ali EL Hore
Keyword(s):  
Learning Disabilities ◽  
Learning Style ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Specific Learning Disabilities ◽  
Educational Opportunities ◽  
Ict In Education ◽  
Information And Communication ◽  
Common Learning ◽  
Specific Learning

Several factors may contribute to a child's failure to learn, some possible causes of school failure are specific learning disabilities. Dyslexia is one of the most common learning disabilities; dyslexia is to fail to learn to read in spite of adequate environment, normal intelligence, and decent educational opportunities. Various studies have recently focused on dyslexia on different scientific areas. Our main focus was to explore the use of Information and Communication Technology (ICT) in education to improve learning for pupils with learning disabilities. In this paper we present a positive approach which considers dyslexia as a different learning style rather than a disability.

I Learn this Way!

2013 ◽  
pp. 327-335
Author(s):  
Sabrina Fusi ◽  
Zara Mehrnoosh
Keyword(s):  
Learning Disabilities ◽  
Secondary School ◽  
Learning Style ◽  
School Children ◽  
Good Method ◽  
First Grade ◽  
Specific Learning Disabilities ◽  
Primary Stage ◽  
Teaching Tools ◽  
Specific Learning

The chapter presents a review of a series of workshops, called “I learn this way!” that was directed at children at the primary stage of education (ages 6 to 10) with Specific Learning Disabilities (SLD) to carry out the assignments using teaching tools suitable for their learning style, and at first grade secondary school children (age: 11 to 13) to help them structure a good method of study aimed to help them to learn more easily and effectively. Many children arrive at secondary school without having their own method of study, and the authors’ experience with those children with dyslexia can certainly provide educational ideas useful for all. The focus of this chapter will be mainly on the workshop aimed at first grade secondary school children.

scholarly journals Communication Technology for Users with Specific Learning Disabilities

2017 ◽  
Vol 110 ◽  
pp. 258-265 ◽  
Author(s):  
Fatimaezzahra Benmarrakchi ◽  
Jamal El Kafi ◽  
Ali Elhore
Keyword(s):  
Learning Disabilities ◽  
Communication Technology ◽  
Specific Learning Disabilities ◽  
Specific Learning

scholarly journals إدماج تكنولوجيا المعلومات والاتصال في التعليم : توصيات ومقترحات

2014 ◽  
Vol 2 (1) ◽  
pp. 121-130
Author(s):  
Fatimah Ahmad Thahir
Keyword(s):  
Sustainable Development ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Technology In Education ◽  
Ict In Education ◽  
Critical Juncture ◽  
Just Cause ◽  
World Community ◽  
The World ◽  
Information And Communication

Abstract: This research aims to uncover the benefits of the introduction of information and communication technology in education. The researcher analyzes documents from formal and non-formal institutions in facilitating the use of information and communication technology to meet the needs of today's students. In order to maximize the benefits of having ICT in education, universities have to have more interactions with the world community through communication with pople in the community and their leaders. The universities should also take advantages of available possibilities to ensure the comprehensive and sustainable development, which we desperately need them at this critical juncture for our just cause. DOI: 10.15408/tjems.v1i1.1122

scholarly journals Desain Model dan Materi Pembelajaran Berbasis Teknologi Informasi

2018 ◽  
Vol 16 (2) ◽  
pp. 128-143
Author(s):  
Ali Rahman
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Ict In Education ◽  
Educational Processes ◽  
Information And Communication ◽  
E Learning ◽  
Effectiveness And Efficiency ◽  
Addie Model

ABSTRACTICT is one of the learning media that is widely used in various fields of educationbecause it increases the effectiveness and efficiency in the learning process. Theuse of ICT in learning includes tutorials, application tools and communication,while the application of ICT in the world of education is in the form of electronicbooks and e-learning. The use of information and communication technology ineducation is absolutely necessary to answer problems in the education sector,especially for access and equity and the quality of education. Everything will runsmoothly depending on the technology and network conditions available.Standardization and utilization of ICT in education is very important to ensure thequality of educational processes and outcomes. Teachers as implementers ofeducation are required to design the learning process by presenting the rightlearning atmosphere so that the learning process can take place effectively,efficiently and pleasantly. One learning model that can be used as a reference formodel design and learning based material is the ADDIE model.

Trends of Educational Informatics in Latin America

2018 ◽  
Vol 10 (1) ◽  
pp. 80-87 ◽  
Author(s):  
Adán A. Gómez ◽  
Manuel F. Caro ◽  
Angela M. Solano ◽  
Yina M. Vega
Keyword(s):  
Artificial Intelligence ◽  
Latin America ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Research Area ◽  
General View ◽  
Ict In Education ◽  
Multidisciplinary Research ◽  
Information And Communication ◽  
New Perspective

Educational Informatics is a multidisciplinary research area that uses Information and Communication Technology (ICT) in education. This article reports a wide overview about the new perspective of educational informatics that has been implemented in Latin America. This general view is the result of the different talks presented during the XIII Conference of Educational Informatics, organized by the Ibero-American Network of Educational Informatics RIBIE (Red Iberoamericana de Informática Educativa) in Colombia. These talks were proposed by international panelists from various parts of Latin America in the lines of ICT for Education and Peace, Thinking and Artificial Intelligence, Emergent Scenarios in Education and Mobiles Technologies and Apps for Entrepreneurship and Learning.

scholarly journals A comparative analysis of policies, strategies and programmes for information and communication technology integration in education in the Kingdom of Saudi Arabia and the republic of Ireland

2020 ◽  
Vol 25 (6) ◽  
pp. 4721-4745
Author(s):  
Jawaher Alghamdi ◽  
Charlotte Holland
Keyword(s):  
Saudi Arabia ◽  
Comparative Analysis ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Ict In Education ◽  
Ict Integration ◽  
Education Policies ◽  
Kingdom Of Saudi Arabia ◽  
Information And Communication ◽  
The Republic

Abstract This paper provides a comparative analysis of policies, strategies and programmes for Information and Communication Technology (ICT) integration in primary and post-primary education, that were active in the Kingdom of Saudi Arabia (KSA) and in the Republic of Ireland in 2016. The analysis showed that while KSA was a relative newcomer to the integration of ICT in education, it was responsive in seeking to enhance the quality of education and support transitions to the knowledge economy through a range of initiatives, including: reform of the curriculum, provision of teacher professional development in ICT integration, and supply of computer technologies and infrastructure. However, as in the Irish context, the framing of the ICT in education’ policies, strategies and programmes needed to be strengthened through participatory partnerships with key stakeholders that endured throughout the life-cycle of ICT policy implementation in primary and post-primary settings. Furthermore, the review showed a need for governments in both jurisdictions to make better provision for financial and human resourcing to fully operationalize the teacher training and supports necessary for effective integration by teachers of ICT in primary and post-primary settings. Finally, the evaluation protocols within ICT in education’ policies, strategies and programmes in both countries needed to be re-casted to make evidence of their enactment publicly available in a timely manner. Moreover, the resultant evaluation reports further needed to be detailed at a level that made visible the national progress on ICT integration in schools, and the corresponding impact on learners’ ICT skills and broader competencies.

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