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.

ICTs in Inclusive Education for Sensory and Physical Disabilities

2021 ◽  
pp. 1-6
Author(s):  
Anagnostopoulou Panagiota ◽  
Anagnostopoulou Panagiota ◽  
Polyxeni Ntaountaki ◽  
Athanasios Drigas
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Physical Disabilities ◽  
Communication Technologies ◽  
Educational Systems ◽  
Hearing Impairments ◽  
Students With Special Needs ◽  
Digital Revolution ◽  
Supportive Environment ◽  
Information And Communication

The current paper examines the role of Information and Communication Technologies (ICTs) in the inclusion of students with sensory and physical disabilities. Our main goal is to present the importance of ICTs and highlight their contribution to the smooth and equal inclusion of these children in the educational system and society. Thus, the research team of this paper presents specific examples of ICTs that aid children with visual and hearing impairments and physical disabilities. We followed the method of bibliographic review of articles, focusing on articles from the last five years. However, we considered it necessary to include also some older articles for a more complete and accurate review of the topic. According to the results of the research, ICTs provide an attractive and supportive environment for the students with special needs as well as equal opportunities regarding their inclusion. Since we live in the world of information and the digital revolution, we have to adapt to modern reality and prioritize the use of ICTs in education. Lastly, ICTs help the students with sensory and physical disabilities to overcome the barriers that exist in traditional educational systems which would lead to the reduction of social exclusion.

scholarly journals Teacher Training in Lifelong Learning—The Importance of Digital Competence in the Encouragement of Teaching Innovation

2020 ◽  
Vol 12 (7) ◽  
pp. 2852 ◽  
Author(s):  
Esther Garzón Artacho ◽  
Tomás Sola Martínez ◽  
José Luís Ortega Martín ◽  
José Antonio Marín Marín ◽  
Gerardo Gómez García
Keyword(s):  
Teacher Training ◽  
Lifelong Learning ◽  
Information And Communication Technologies ◽  
Digital Competence ◽  
Teaching Innovation ◽  
Learning Stage ◽  
Teaching Competence ◽  
Educational Challenges ◽  
Information And Communication ◽  
Ict Training

The vertiginous advance of society in recent years has forced a modification of demands among citizens and educators. The arrival of information and communication technologies to the educational atmosphere has led to the development of the digital competence of teachers, which is one of the educational challenges teacher training has to face now. Based on this, this work intends to carry out an evaluation of the development of digital competence in teachers of the Lifelong Learning stage in the community of Andalusia (Spain). In order to do so, a quantitative and transversal work design was used, with a sample of 142 teachers from different schools in this area. The results showed a deficit of teachers in the five digital dimensions, especially in the creation of digital content. It was also clarified that there was a direct relationship between previous information and communication technology (ICT) training and the dimensions of communication and collaboration, and content creation. Finally, the work here showed that the teachers concerned with preservice ICT training were young and with less than 10 years of experience. In conclusion, the development of digital teaching competence continues to be a challenge for the education system which must therefore be addressed, and it shall continue to be a key issue in the training of current teachers, as it is indeed a fundamental pillar for promoting a new way of teaching, being the only way to develop an areal teaching innovation panorama.

From digital citizen to digital professional

Kybernetes ◽  
2019 ◽  
Vol 48 (7) ◽  
pp. 1463-1477
Author(s):  
Olga Marino ◽  
Jaime Andres Gutierrez ◽  
Sandra Aguirre
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Cutting Edge ◽  
Case Study Methodology ◽  
Content Type ◽  
Innovative Strategy ◽  
Global Issues ◽  
Wide Range ◽  
Information And Communication ◽  
Teaching Learning

Purpose This paper aims to propose and evaluate a pedagogically sound and innovative strategy to teach a higher education course that prepares future professionals to intelligently use information and communication technologies (ICTs) in their personal and professional lives. Design/methodology/approach The conceptual framework used for the design of the course was the socio-constructivism and activity theories. The implementation of the course was evaluated using the intrinsic case study methodology by including several instruments. Findings The pedagogical strategy proposed proved to be sound, as the evaluation showed that students were able to describe, use and propose innovative uses of a wide range of cutting-edge technologies in their both everyday lives and professional settings; they also had the skills to analyse the opportunities and challenges that these presented. Moreover, students liked this innovative way of learning and ended with a positive attitude towards ICT. Originality/value Although several courses prepare students to be digital citizens or use ICT to enhance the teaching-learning process, millennials are ill prepared to use cutting-edge technologies in an innovative, responsible and critical way in their future professions. The course that was designed is original in that it goes beyond preparing digital citizens to prepare professionals in any domain to use ICT in an informed and responsible way. Moreover, it is a documented, successful example of an undergraduate universal course in a highly important current society dimension. The authors believe that its pedagogical proposal could be transferred to courses dealing with other global issues such as the environment, economy and peace.

scholarly journals Enhancing the roles of information and communication technologies in doctoral research processes

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Sarah J. Stein ◽  
Kwong Nui Sim
Keyword(s):  
Information And Communication Technologies ◽  
Thematic Analysis ◽  
Communication Technologies ◽  
Research Process ◽  
Formal Learning ◽  
Doctoral Study ◽  
Ict Skills ◽  
Doctoral Research ◽  
The People ◽  
Information And Communication

Abstract While information and communication technologies (ICT) are prominent in educational practices at most levels of formal learning, there is relatively little known about the skills and understandings that underlie their effective and efficient use in research higher degree settings. This project aimed to identify doctoral supervisors’ and students’ perceptions of their roles in using ICT. Data were gathered through participative drawing and individual discussion sessions. Participants included 11 students and two supervisors from two New Zealand universities. Focus of the thematic analysis was on the views expressed by students about their ideas, practices and beliefs, in relation to their drawings. The major finding was that individuals hold assumptions and expectations about ICT and their use; they make judgements and take action based on those expectations and assumptions. Knowing about ICT and knowing about research processes separately form only part of the work of doctoral study. Just as supervision cannot be considered independently of the research project and the student involved, ICT skills and the use of ICT cannot be considered in the absence of the people and the project. What is more important in terms of facilitating the doctoral research process is students getting their “flow” right. This indicates a need to provide explicit support to enable students to embed ICT within their own research processes.

Technologies of active teaching methods at work with children with disabilities

2021 ◽  
Vol 15 (2) ◽  
pp. 34-36
Author(s):  
Məlik Şıxbala oğlu Məlikov ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Children With Disabilities ◽  
Communication Technologies ◽  
Individual Characteristics ◽  
Learning Technologies ◽  
Educational Materials ◽  
Active Teaching ◽  
Information And Communication

The article discusses the technologies of active teaching methods used when working with children with disabilities. It is concluded that in inclusive education it is possible to use technologies of active teaching methods, consisting of information and communication technologies, when working with children with disabilities. At the same time, the teacher must learn to choose active teaching methods depending on the subject, age, individual characteristics of students, adapt to the content of educational materials, the purpose of the lesson, not take into account their professional level, interact with parents and not meet with support specialists. the importance of. Key words: inclusive education model. children with disabilities, active learning methods, learning technologies, analytical activities, pedagogical problem

scholarly journals Data Analytics to Improve Customer Energy Efficiency

2021 ◽  
Vol 9 (6) ◽  
pp. 13-25
Author(s):  
Michail Angelopoulos ◽  
Yannis Pollalis
Keyword(s):  
Energy Efficiency ◽  
Information And Communication Technologies ◽  
Analytical Data ◽  
Analytical Framework ◽  
Research Information ◽  
Improve Energy Efficiency ◽  
Econometric Methods ◽  
Wide Range ◽  
Information And Communication ◽  
Study Participants

This research focuses on providing insights for a solution for collecting, storing, analyzing and visualizing data from customer energy consumption patterns. The data analysis part of our research provides the models for knowledge discovery that can be used to improve energy efficiency at both producer and consumer ends. Τhe study sets a new analytical framework for assessing the role of behavioral knowledge in energy efficiency using a wide range of Case Studies, Experiments, Research, Information and Communication Technologies (ICT) in combination with the most modern econometric methods and large analytical data taking into account the characteristics of the study participants (household energy customers).

scholarly journals Formación y uso de TIC en educación superior: opiniones del profesorado

2018 ◽  
pp. 33-59
Author(s):  
José Ricardo López Espinosa ◽  
Edgar Oswaldo González Bello ◽  
Rocío López González
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Descriptive Study ◽  
Teaching Performance ◽  
Quantitative Methodology ◽  
Information And Communication ◽  
Training Courses ◽  
The University ◽  
Formación Docente

En este trabajo se analizan las deficiencias y avances que se han generado en el marco del Programa Institucional de Formación Docente de la Universidad de Sonora y su contribución al desarrollo de la enseñanza mediante la capacitación del profesorado sobre el uso de Tecnologías de Información y Comunicación en la enseñanza. Es un estudio de corte cuantitativo en el cual se aplicó un cuestionario a 80 profesores, de distintas disciplinas, quienes han participado en cursos de capacitación que ofrece la institución para el uso de recursos digitales. Los resultados revelan la necesidad de ofrecer capacitaciones acordes a los requerimientos particulares de la planta docente, así como cursos especializados enfocados en instruir cómo emplear pedagógicamente las tecnologías en cada asignatura con el propósito de mejorar el ejercicio docente. También se advierte que la formación ofrecida en la institución poco ha logrado motivar a los profesores para utilizar las tecnologías.Training and use of ICT in higher education: teachers opinionsAbstractThis paper analyzes the deficiencies and progress that has been generated under the Institutional Program of Teacher Training of the University of Sonora and its contribution to the development of teaching through teacher training on the use of Information and Communication Technologies in teaching. It is a descriptive study of quantitative methodology in which questionnaires were applied to 80 teachers from different disciplines who have participated in training courses offered by the institution the use of ICT. The results reveal the need for trainings according to the requirements of teachers, as well as the lack of specialized courses focused on instructing how to use the technologies in each subject for the purpose of improving the teaching performance. It is also noted that the training provided in the institution has not managed to motivate teachers to use the technologies. Recibido: 18 de agosto de 2017Aceptado: 10 de julio de 2018

scholarly journals Empowering Youth Employment through European Digital Bootcamps (EDIBO)

2019 ◽  
Author(s):  
Begoña Sáiz Mauleón ◽  
Lenin Guillermo Lemus Zuñiga ◽  
Jorge E. Luzuriaga ◽  
Miguel Angel Mateo Pla ◽  
Jose Vicente Benlloch Dualde ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Social Life ◽  
Social Innovation ◽  
Youth Employment ◽  
European Economic Area ◽  
Decent Work ◽  
The Sustainable Development ◽  
Information And Communication ◽  
Ict Training ◽  
Sustainable Economic Growth

Information and Communication Technologies (ICT) are transforming every area of economic and social life all around the world. New types of jobs different from the traditional ones are created rapidly. The demand for highly skilled staff who uses technology effectively has become a requirement for success of companies and the growing industry.   However, the number of IT graduates is not keeping up with the current demand. In addition, companies have little or no training programs to develop ICT skills. Initiatives from the European Economic Area (EEA) and Norway Grants to support transnational projects for Youth Employment including European Digital Bootcamps (EDIBO) contribute to increase the job opportunities for young people outside of the labour market. In this way the Sustainable Development Goal 8 which aims to “promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all” could be fulfilled.   Nowadays, EDIBO is developing different training labs in order to achieve a success model of all processes involved with the organization, execution and evaluation. The goal of this document is to allow a rapid replication of the intensive ICT training among the partners of the project as well to the social innovation community in general.

The Influence of National IT Policies, Socio-economic Factors, and National Culture on Network Readiness in Africa

2012 ◽  
pp. 97-119
Author(s):  
Airi Ifinedo ◽  
Princely Ifinedo
Keyword(s):  
Information And Communication Technologies ◽  
Cross Section ◽  
Policy Making ◽  
Communication Technologies ◽  
Cultural Factors ◽  
Educational Systems ◽  
Cultural Dimension ◽  
African Countries ◽  
Information And Communication

This study examines the influence of national IT policies, socio-economic and cultural factors on the network readiness of African countries. The capability and level of preparation of a nation to participate in and benefit from information and communication technologies (ICT) for socio-development is assessed by the network readiness index. Prior studies have shown that such factors have a significant influence on how a country benefits from its use of ICT products for development. Research on this topic with data from the African continent is rare. This study serves to fill this gap. It is based on data from a cross-section of twenty diverse African countries. The data suggested variability in the use of ICT for developmental purposes among the sampled countries. To that end, Africa should not be viewed as monolithic in such respects. The study showed that all the measures used to operationalize national IT policies, socio-economic and some cultural factors are positively related to the network readiness of the sampled African countries. Importantly, the quality of each country’s educational systems, its transparency (corruption) levels, its ICT regulatory framework, and its cross-cultural dimension of power distance (PDI) were found to have significant relevance to its network readiness. The implications of the study’s findings for research and policy making are discussed.

The Media Diet of University Students in Italy

2012 ◽  
pp. 84-93
Author(s):  
Andrea Pozzali ◽  
Paolo Ferri
Keyword(s):  
University Students ◽  
Information And Communication Technologies ◽  
Undergraduate Students ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Digital Natives ◽  
Educational Systems ◽  
Information And Communication ◽  
High Level ◽  
The University

Developments in information and communication technologies have raised the issue of the intergenerational digital divide that can take place between “digital natives” and “digital immigrants”. Despite emphatic claims concerning how educational systems must take into account the specific characteristics of “digital natives”, sound empirical research on these topics is lacking, especially for Europe. This paper presents the results of research performed during the course of 2008, studying how university students in Italy use digital technologies. The research is based on a survey of 1086 undergraduate students at the University of Milan-Bicocca, complemented by focus groups and in-depth interviews. The results of our research show that, even if university students are familiar with digital technologies, the general possession of high level skills in accessing and using the Internet should not be taken for granted.

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