scholarly journals Teachers’ Perceptions of the Use of ICTs in the Educational Response to Students with Disabilities

2020 ◽  
Vol 12 (22) ◽  
pp. 9446
Author(s):  
Luis Ortiz-Jiménez ◽  
Victoria Figueredo-Canosa ◽  
Macarena Castellary López ◽  
María Carmen López Berlanga
Keyword(s):  
Teacher Training ◽  
Students With Disabilities ◽  
Educational Support ◽  
Teachers Perceptions ◽  
Education Centre ◽  
Confirmatory Factor ◽  
Differences Of Opinion ◽  
Information And Communication ◽  
Educational Inclusion ◽  
Good Preparation

The educational response to students with specific needs for educational support associated with disability could not be understood within the current educational landscape without addressing how Information and Communication Technology (ICT) is used within those responses. ICT support is not a matter of fashion or one-off use due to the current circumstances brought about by the effects of the COVID-19 pandemic. Programmes and materials are already being developed to enable such application. Even from the Universal Learning Design approaches, it is precisely the use of technologies in learning processes, with special emphasis on educational inclusion processes, which are a key focus. This study deals with the perception that teachers have of this use of ICT with students with disabilities: How are the resources available to them and how good is their training in this respect? To do this, a section of a questionnaire was used, which forms part of the R + D + I project awarded under a national call in Spain, and which in one of its categories precisely focuses attention on this use of ICT. In turn, this category, according to the confirmatory factor analysis carried out, is subdivided into three subcategories: didactic use, spaces and resources, and finally teacher training. We are also interested in knowing if there are differences of opinion between population groups grouped according to sex, ownership of the education centre and location of the centre (urban, or rural). The results indicate that although there is good use and good preparation of teachers, the level of resources is low and teacher training needs to be reinforced.

scholarly journals Main barriers to ICT teacher training and disability

2019 ◽  
Vol 4 (2) ◽  
pp. 96-114
Author(s):  
Marta Montenegro Rueda ◽  
José Fernández Cerero
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Educational Systems ◽  
Educational Support ◽  
Autonomous Communities ◽  
The People ◽  
Wide Range ◽  
Information And Communication ◽  
Ict Training

From the earliest ages, the commitment to an inclusive education needs the impulse of an educational system that opens its schools to all students. This reality would not be possible today without taking into account the educational support provided by Information and Communication Technologies (ICT) to the inclusive process, since they constitute the scaffolding that will allow participation and the realization of tasks adjusted to the possibilities and interests of the people. In the process of integration of ICT in the classroom, teachers are a key element since, as has been shown in numerous studies, one of the critical factors for the success of educational systems is the existence of trained, motivated teachers. The purpose is to know the main barriers or obstacles for the development of teacher training plans in ICT for people with disabilities, as well as the priority aspects for training. In the empirical part of the study, 241 interviews with professionals from the Spanish educational sector (members of management teams, ICT coordinators, directors and technological advisors of teacher training centers) were analyzed. Among the conclusions, we can highlight that the main barriers that hinder the implementation of ICT training activities and disability in most of the autonomous communities are determined in the first place by economic factors, lack of time, and teachers’ attitude. The conclusions of the study make it necessary to adopt important measures in the initial training of teachers in order to be trained in the incorporation and appropriate use of ICT in teaching people with different types of disabilities, especially taking into account that the reality that we face every time has more innovative and enriching technological tools that offer us a wide range of applications and adequate tools for this purpose.

scholarly journals ICT and Media competencies of teachers. Convergence towards an integrated MIL-ICT model

Comunicar ◽  
2022 ◽  
Vol 30 (70) ◽  
Author(s):  
Alfonso Gutiérrez-Martín ◽  
Ruth Pinedo-González ◽  
Cristina Gil-Puente
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Cross Sectional Study ◽  
The Self ◽  
Cross Sectional ◽  
Teachers Perceptions ◽  
Education Professionals ◽  
Data Collection Instrument ◽  
Information And Communication ◽  
Quantitative Descriptive

This paper describes teachers' perceptions of their ICT and media competencies, and the importance they assign to these competencies in teacher training. A questionnaire was used as a data collection instrument based on UNESCO's proposals on ICT (Information and Communication Technologies) and MIL (Media and Information Literacy). A total of 402 teachers and pre-service teachers took part in the questionnaire. This is an exploratory cross-sectional study where quantitative descriptive and correlational methodology is used. Findings reveal that the self-perceived competence of teachers is low and that the self-perceived level is always lower than the importance given to the corresponding competence. Greater importance is assigned to MIL competencies than to ICT competencies of teachers; this questions the tendency to prioritize technological and didactic training over media education training. It concludes with the need for a paradigm shift towards convergence in teacher training policies for the digital age, and a global model of teacher competencies in media and ICT (COMPROMETIC) is proposed that integrates MIL competencies with those of ICT teachers. The model is based on a double convergence: that of different literacies, and that of the resulting multi-literacy with the specific training of education professionals in ICT and media. El objetivo de este trabajo es analizar las percepciones de los docentes sobre sus competencias mediáticas y el uso de las TIC, así como la importancia que asignan a dichas competencias en la formación del profesorado. Se ha elaborado un cuestionario a partir de las propuestas de la UNESCO en TIC (Tecnologías de la Información y Comunicación) y AMI (Alfabetización Mediática e Informacional) que ha sido respondido por 402 docentes y futuros docentes. El diseño del estudio es transversal de alcance exploratorio, que usa metodología cuantitativa de tipo descriptivo y correlacional. Los resultados demuestran que el nivel competencial autopercibido de los docentes es bajo y siempre inferior a la importancia que se otorga a la correspondiente competencia. Los docentes asignan mayor importancia a las competencias AMI que a las competencias en TIC, lo que cuestiona la tendencia de priorizar la formación tecnológica y didáctica sobre la mediática. Se concluye con la necesidad de un cambio de paradigma hacia la convergencia en las políticas de formación del profesorado para la era digital, y se propone un modelo global de competencias del profesorado en medios y TIC (COMPROMETIC) que integra las competencias en AMI con las de los docentes en TIC. Un modelo basado en una doble convergencia: la de diferentes alfabetizaciones, y la de la multialfabetización resultante con la capacitación específica de los profesionales de la educación en TIC y medios.

Developing Pre-Service Teachers’ Skills in Post-Secondary Transition Through Applied Practice

2021 ◽  
pp. 875687052098230
Author(s):  
Kelly Ann Swindlehurst ◽  
Ann Bassett Berry
Keyword(s):  
Students With Disabilities ◽  
Transition To Adulthood ◽  
Rural Areas ◽  
Program Improvement ◽  
Teacher Preparation Program ◽  
Secondary Transition ◽  
Preparation Program ◽  
Teachers Perceptions ◽  
Post Secondary ◽  
The Impact

The need for special educators who can support students with disabilities in the transition to adulthood is well documented in the literature. In this article, we will report on the program improvement efforts by one university to embed more evidence-based transition practices into their pre-service teacher preparation program with the support of a state personnel development grant. Key aspects of the program revision will be outlined and accompanied by online resources for faculty to utilize when seeking to improve their special education preparation program in the area of post-secondary transition. The pre-service teachers’ perceptions of the impact of the revision are included in the discussion; along with suggestions for future directions, research, and work in rural areas.

Investigating the Psychometric Properties of the Social-Emotional Learning Scale

2021 ◽  
pp. 153450842098452
Author(s):  
Christopher L. Thomas ◽  
Staci M. Zolkoski ◽  
Sarah M. Sass
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Information ◽  
Confirmatory Factor Analyses ◽  
Educational Support ◽  
Social And Emotional ◽  
The Social ◽  
Confirmatory Factor ◽  
Learning Programs

Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students’ social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student’s ability to process and utilize social-emotional information and use data to guide programmatic revisions. Therefore, the purpose of the current examination was to provide evidence of the structural validity of the Social-Emotional Learning Scale (SELS), a freely available measure of social-emotional learning, within Grades 6 to 12. Students ( N = 289, 48% female, 43.35% male, 61% Caucasian) completed the SELS and the Strengths and Difficulties Questionnaire. Confirmatory factor analyses of the SELS failed to support a multidimensional factor structure identified in prior investigations. The results of an exploratory factor analysis suggest a reduced 16-item version of the SELS captures a unidimensional social-emotional construct. Furthermore, our results provide evidence of the internal consistency and concurrent validity of the reduced-length version of the instrument. Our discussion highlights the implications of the findings to social and emotional learning educational efforts and promoting evidence-based practice.

scholarly journals Chinese teachers’ perceptions of an online teacher course and its results

2021 ◽  
Author(s):  
Nan Li ◽  
Ruurd Taconis ◽  
Perry den Brok
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Daily Practice ◽  
Inservice Teacher ◽  
Technology In Education ◽  
Regression Analyses ◽  
Training Outcomes ◽  
Teachers Perceptions ◽  
Information And Communication ◽  
Online Teacher

AbstractWe investigated teachers’ perceptions of an online inservice teacher course in China and its outcomes, as well as connections between these two types of perceptions. Data were collected from a sample of 251 teachers following a course on Information and Communication Technology in education using a questionnaire survey and interviews. Teachers were generally satisfied with the setup and content of the course, but considered that interaction during training and motivation were not optimal. A correlation analysis showed that teachers’ perceptions of the course were significantly and positively related to their perceptions of training outcomes. Regression analyses revealed that the connection of training content with teachers’ daily practice contributed most positively to teachers’ perceptions of the training outcomes. Suggestions for optimizing online inservice teacher courses are provided.

scholarly journals Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education

2021 ◽  
Vol 18 (12) ◽  
pp. 6454
Author(s):  
Anne Soini ◽  
Anthony Watt ◽  
Arja Sääkslahti
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Motor Skills ◽  
Perceived Competence ◽  
Early Years ◽  
Self Report ◽  
Linear Regression Models ◽  
Teachers Perceptions ◽  
Childhood Education

Early childhood education and care (ECEC) teachers have a central role in supporting young children’s physical activity (PA) and overall development in the early years. However, the value of early childhood education teacher training (ECETT) programmes is not widely understood. This study aimed to investigate pre-service teachers’ perceptions of perceived competence when (1) supporting a child’s PA, (2) teaching PE, and (3) observing and assessing a child’s motor skills and PA. These self-evaluations were compared with a range of individual, educational, and behavioural characteristics. Final-year Bachelor degree pre-service teachers (n = 274; 54%) from seven universities in Finland participated in the self-report questionnaire. The results of the linear regression models showed that the relevant PE studies and previous experiences of pre-service teachers predicted higher perceived competence of supporting a child’s PA, teaching PE, and observing and assessing a child’s motor skills and PA. Thus, the study findings demonstrated how teacher training could positively influence perceptions and attitudes to increase a person’s perceived competence when implementing PE in the early years. Overall, results reinforce the importance of PE in ECETT, and the time devoted to this syllabus area should be maintained or increased.

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