scholarly journals Analysis of IT Acceptance Levels, ICT Attitudes, and Individual Innovation Levels of Special Education Teachers and their Opinions

2021 ◽  
Vol 4 (3) ◽  
pp. 553-588
Author(s):  
Muhammed Murat Gümüş ◽  
Recep Çakır ◽  
Özgen Korkmaz ◽  
Feray Uğur Erdoğmuş
Keyword(s):  
Special Education ◽  
Academic Success ◽  
Information And Communication Technologies ◽  
Special Education Teachers ◽  
Communication Technologies ◽  
Special Education Students ◽  
Education Students ◽  
It Acceptance ◽  
Information And Communication ◽  
Acceptance Levels

The purpose of the study is to determine the relationships between teachers' ICT acceptance levels, ICT attitudes and individual innovation levels and to investigate their opinions. Mixed method research study including qualitative and quantitative data collection and analysis techniques is used. In this study, an interview form was used to get the opinions of the teachers with the help of Teachers ICT Attitudes Scale (TICTAS) developed by Aydın and Semerci (2017), Teacher Candidates IT Acceptance Scale developed by Baydaş (2015) and Individual Innovation Scale adapted to Turkish by Kılıçer and Odabaşı (2010). 201 special education teachers (35.8% male and 64.2% female) participated in the study. In line with the findings obtained in the study, there is no difference in the attitudes of gender, age, professional seniority and branch variables towards special education teachers' information and communication technologies. Moreover, there is positive relationship was found between ICT attitudes and IT acceptance levels. In addition, teachers expressed their opinions on the fact that information and communication technologies extend the special education students' attention span. Therefore, it is thought that the relationships between teachers 'ICT attitudes, ICT acceptance levels, and innovation levels affect the attention and focus times of special education students and will have a greater impact on students' academic success. On the other hand, it is suggested to carry out more comprehensive studies such as this study to improve the ICT attitudes, ICT acceptance and innovation levels of special education teachers. In addition, it is thought that providing in-service courses that are structured and better equipped to improve the ICT attitudes, ICT acceptance levels and innovation levels of special education teachers will be more effective for the special education field.

scholarly journals Assessing Information and Communicative Competence of Future Special Education Teachers in the Use of Resources of the Informational Educational Environment

2021 ◽  
Vol 26 (4) ◽  
pp. 54-68
Author(s):  
E.E. Artemova ◽  
A.M. Danilova ◽  
E.V. Podvalnaya ◽  
L.A. Tishina
Keyword(s):  
Special Education ◽  
Information And Communication Technologies ◽  
Special Education Teachers ◽  
Communicative Competence ◽  
Communication Technologies ◽  
Educational Environment ◽  
Special Educational Needs ◽  
Use Of Resources ◽  
Ict Competence ◽  
Information And Communication

This article aims to analyse the problem of developing the readiness to use re- sources and services of the informational educational environment in work and study in students of pedagogical universities (future special educational needs (SEN) teachers). The urgency of creating technologies for practice-oriented train- ing of future SEN teachers (speech pathologists, teachers of individuals with hearing and visual impairments, teachers of children with mental retardation) is caused by the increasing requirements to the training of such specialists. The article presents results of an experimental study on the levels of information and communicative competence in first- and second-year students (N=114) of bachelor programmes in special education of children with disabilities. We used the following methods in our study: online questionnaires, pedagogical observation, practical tasks and tests within certain courses, and analysis of students’ works that were conducted using ICT (information and communication technologies). The criteria that we established for assessing the general user, pedagogical and subject components of ICT competence allowed us to determine its levels in bachelor students. The analysis of the data obtained in our study helped to identify the areas of concern and the necessary elements in the training of future special education teachers.

ENHANCING THE QUALITY OF TEACHING AT HIGHER EDUCATION INSTITUTIONS IN MALAYSIA THROUGH THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

2012 ◽  
Vol 02 (04) ◽  
pp. 20-25
Author(s):  
Anantha Raj A. Arokiasamy
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Education Students ◽  
Information And Communication ◽  
Geographically Distributed ◽  
Breaking Time

The purpose of this paper is to analyze the integration of Information and Communication Technologies (ICT) in higher education for imparting easily accessible, affordable and quality higher education leading to the uplift of Malaysia. The focus of the paper is on the benefits that ICT integration in education can provide, right from breaking time and distance barriers to facilitating collaboration and knowledge sharing among geographically distributed students. ICT increases the flexibility of delivery of education so that learners can access knowledge anytime and anywhere. It can influence the way students are taught and how they learn as now the processes are learner driven and not by teachers. This in turn would better prepare the learners for lifelong learning as well as to contribute to the industry. We will also analyze if ICT does indeed improve or hinder the quality of learning among higher education students. This paper reports on the changing trends in use of ICTs for instruction in higher education institutions (HEIs) and discusses a mini-case study of how ICTs are being used by lecturers in one university in Malaysia.

scholarly journals Pasifika Tertiary Students' Use of Information and Communication Technologies

2021 ◽  
Author(s):  
◽  
Kerese Tuifaktoga Manueli
Keyword(s):  
Academic Success ◽  
New Zealand ◽  
Information And Communication Technologies ◽  
Tertiary Education ◽  
Learning Experiences ◽  
Communication Technologies ◽  
Ict Skills ◽  
Development Framework ◽  
Information And Communication ◽  
Pasifika Students

<p>Information and Communication Technologies (ICT) are pervasive in our daily lives. In New Zealand tertiary education institutions, the adoption of ICT is widespread. Meanwhile, Pasifika students’ participation in tertiary education has been increasing. Yet, for this group of students, academic success has been a concern to successive governments, tertiary institutions, and Pasifika peoples. ICT may offer an opportunity to improve Pasifika students’ academic achievement. The study is premised on the belief that positive learning experiences will lead to improved academic outcomes. Consequently, the study explored ways of using ICT to enhance Pasifika students’ learning experiences. Adopting an interpretivist approach, the case study investigated the ICT skills and the use of ICT for learning enhancements of a group of Pasifika students at a New Zealand institute of technology. Over a period of eighteen months, data was gathered through talanoa, participant observation, and the researcher’s reflective journal. The three method approach enabled data triangulation. Data analysis adhered to the theoretical propositions of the study. Among the key findings, is the disturbing realization that Pasifika students’ ICT skill levels were not at the level assumed by the institution. The main uses of ICT by the Pasifika students in this study were for personal communication and entertainment. The students’ use of ICT for educational purposes was limited due to the mismatch of their ICT skills and those required by the institution. Inadvertently, this has further disadvantaged the students’ learning experiences. The study concludes by offering an ICT skills development framework for use with Pasifika students. Moreover, the study proposes a number of recommendations for practice, policy, and further research.</p>

scholarly journals ICTs and Music in Sensory and Motor Disabilities

2017 ◽  
Vol 5 (2) ◽  
pp. 4
Author(s):  
Paraskevi Theodorou ◽  
Athanasios Drigas
Keyword(s):  
Quality Of Life ◽  
Special Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Motor Disabilities ◽  
Information And Communication

<strong>With the advent of technology, the use of Information and Communication Technologies (ICTs) is essential for the improving of the quality of life of learners with Sensory and Motor disabilities. In this paper we present an overview of the most representative studies of the last decade (2005-2015), which deal with the two important issues in the field of ICT’s, music and special education. The studies chosen will be classified according to the areas of needs they serve.</strong>

scholarly journals An examination of digital footprint awareness and digital experiences of higher education students

2019 ◽  
Vol 11 (1) ◽  
pp. 48-64 ◽  
Author(s):  
Yeşim Sürmelioğlu ◽  
Süleyman Sadi Seferoğlu
Keyword(s):  
Higher Education ◽  
Digital Media ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Education Students ◽  
Digital Footprint ◽  
Information And Communication ◽  
Change Period ◽  
High Level ◽  
Research Show

Rapid changes are occurring in life owing to information and communication technologies. During this change period, digitalidentities have begun to emerge. These identities are associated with actions that users perform in online environments. Adigital footprint is formed with these actions. The purpose of this study is to determine the digital footprint awareness anddigital footprint experiences of higher education students. In order to collect data for the study, researchers developed adata collection tool titled ‘A survey for digital media use’. The study group consisted of 508 higher education students from41 Turkish universities. Data were collected through an online-form where participation was on a volunteer basis. Thefindings of the research show that students have a high level of digital footprint awareness ( x = 4.251) and a low level ofdigital footprint experience ( x = 1.907).Keywords: Digital footprint, digital footprint awareness, digital footprint experiences, higher education students.

scholarly journals Implementation of Differentiated Instruction in Middle School Classrooms: A Qualitative Study

2020 ◽  
Vol 10 (1) ◽  
pp. 81
Author(s):  
LaToya Benjamin ◽  
Sunddip Panesar-Aguilar
Keyword(s):  
Middle School ◽  
Special Education ◽  
Academic Success ◽  
Differentiated Instruction ◽  
Middle School Teachers ◽  
Special Education Students ◽  
Education Students ◽  
School Teachers ◽  
Inclusion Classrooms ◽  
Responsive Instruction

Despite research on the benefits of implementing Differentiated Instruction (DI) practices within an inclusive classroom, many teachers do not utilize the practice regularly. An instrumental case study that included teachers from 1 middle school in a rural school district in a southeastern state was used as the qualitative research design in this study. The purpose was to explore rural middle school teachers’ experiences and challenges with incorporating the components of DI to support special education students in inclusion classrooms. Tomlinson’s model of DI as it relates to teachers providing responsive instruction to meet the needs of each of their students regardless of their ability was used as the conceptual framework. A purposeful sample of 10 middle school teachers Grades 6–8 from various content areas in the school participated in interviews, observations, and submitted documents for review. Data were coded and thematic relationships and patterns related to the DI framework emerged. Themes included concerns regarding teachers’ lack of knowledge and professional development for fidelity of implementation of DI with special needs students, insufficient resources to support implementation of DI, and concerns with class size and accommodation of DI needs of all students within an inclusion-based classroom. Based on the results, the research may contribute to positive social change by helping middle school teachers use the components of DI in their inclusion-based classes and by providing instructional support to enhance learning and increase academic success for special education students.

As Competências Informacional e Midiática no Ensino Superior

2018 ◽  
Vol 13 (13) ◽  
pp. 02
Author(s):  
Fernando Célio Deus ◽  
Ana Maria Pereira Cardoso
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Communication Technologies ◽  
Teaching Methodology ◽  
Education Students ◽  
Scientific Texts ◽  
Face To Face ◽  
Information And Communication ◽  
Technology And Teaching

Os avanços dos recursos tecnológicos colocam grandes desafios para as Instituições de Ensino Superior que necessitam incorporar as tecnologias de informação e comunicação em suas atividades pedagógicas. A metodologia da Sala de Aula Invertida - SAI corresponde ao método de ensino com aulas presenciais e o suporte de conteúdos em ambientes virtuais.  O artigo apresenta um modelo de avaliação das competências informacional e midiática de alunos do Ensino Superior para utilização da metodologia SAI em sua potencialidade. O modelo foi baseado em revisão de literatura e testado em uma instituição, que adota a SAI como metodologia de ensino. Os resultados demonstraram um desempenho satisfatório dos alunos nas dimensões relacionadas ao acesso e exploração hipertextual dos recursos disponíveis na plataforma, no entanto identificou-se um gap referente às habilidades relacionadas com os aspectos éticos, que devem balizar a produção de textos acadêmicos e científicos. Palavras-chave:Competência Informacional e Midiática. Uso de Tecnologias no Ensino. AbstractAdvances in technological resources pose great challenges for higher education institutions that need to incorporate information and communication technologies into their pedagogical activities.The methodology of the Flipped Classroom corresponds to the method of teaching with face-to-face classes and with the contents support in virtual environments. This paper presents a model for the evaluation of the informational and mediatic competences of higher education students to use the SAI methodology in its potentiality. The model was based on literature review and tested in an institution that adopts SAI as a teaching methodology. The results showed a satisfactory performance of the students in the dimensions related to access and hypertextual exploitation of the resources available in the platform, nevertheless a gap was identified regarding the skills related to the ethical aspects that should be used to produce the academic and scientific texts. Keywords: Informational and Mediatic Competences;Technology and Teaching. 

scholarly journals Undergraduate Student Education Programs Regarding Braille Literacy: A Transnational Comparative Study

2019 ◽  
Vol 9 (4) ◽  
pp. 44 ◽  
Author(s):  
Vassilios Argyropoulos ◽  
Andrea Hathazi ◽  
Magda Nikolaraizi
Keyword(s):  
Special Education ◽  
Undergraduate Students ◽  
Special Education Teachers ◽  
Social Contexts ◽  
Special Education Students ◽  
Literacy Skills ◽  
Vision Impairment ◽  
Education Students ◽  
European Universities ◽  
Braille Literacy

Developing braille literacy skills represents one of the major goals of the education process for students with vision impairment. Fluency and accuracy in reading and writing facilitate access to information, development of knowledge, active participation, functionality, and independence in social contexts. One of the essential factors that can influence the success in the learning process of the braille code consists of the competences of teachers of students with vision impairment who teach braille. The purpose of this study was to investigate the reflections of 95 undergraduate special education students on their training programs regarding braille in their role as future special education teachers. Data were obtained through questionnaires which were administered in two departments of special education in two European universities. The results reported upon undergraduate students&rsquo; reflections on their study in braille and confidence in teaching braille to students who are blind. The findings highlighted the need for further training into the braille code in conjunction with its literary and scientific notation.

scholarly journals A mixed-methods study of online learning in the EFL classroom

2021 ◽  
Vol 16 (1) ◽  
pp. 95
Author(s):  
Carolina Girón-García ◽  
Sorina Boghiu-Balaur
Keyword(s):  
Academic Achievement ◽  
Mixed Methods ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Mixed Methods Study ◽  
Education Students ◽  
Final Exam ◽  
Information And Communication ◽  
The Subject ◽  
Students Satisfaction

<p class="Normal1"><span lang="EN-GB">The need to adapt classroom materials to maintain students’ interest to learn the subject matter in an engaging environment, by means of Information and Communication Technologies, becomes a first concern. The purpose of this mixed-methods study, which involves a combination of both qualitative and quantitative data analyses, is to survey the perceptions and engagement of higher education students as regards learning theoretical content and vocabulary through the implementation of two online called ‘Cybertasks’. The participants were administered two perception questionnaires in order to gather information concerning their previous knowledge and their acquired knowledge. Additionally, a final written exam was delivered to determine whether there is a correlation between students’ satisfaction with Cybertask completion and their academic achievement. The results indicate that students with higher levels of engagement towards the use of the Cybertask to improve their acquisition of theoretical content and vocabulary showed higher academic achievement in their final exam. </span></p>

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