AuthorsJaime Moreira Ribeiro, António Moreira, Ana Margarida Almeida
A large number of special education professionals agree on the fact that Information and Communication Technologies (ICT) are an important tool for teachers and students to overcome barriers and promote the acquisition of skills. ICT can promote school and social inclusion by diminishing the obstacles for students with Special Education Needs (SEN).
This document provides an overview of the Practice Review project conducted by UNESCO IITE and the European Agency for Development in Special Needs Education. The review aims to present concrete examples of innovative practice using ICT in education for people with disabilities. It does this through 12 case studies and over 20 vignettes related to four themes: supporting personal access to information and knowledge, supporting learning and teaching situations, supporting personal communication and interaction, and supporting access to educational administrative procedures. The document outlines the methodology used to identify relevant examples from a range of geographical contexts and educational settings. It establishes the intended audience and goals of the review in highlighting different uses of ICT and identifying key policy messages.
Barriers and Motivators to Implementation of an E Learning and Multimedia Tec...ijtsrd
The study examined the barriers and motivators to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement, Uganda. Specifically, the quality of the content in the E learning and Multimedia Technology, E learning and Multimedia Technology quality, Support by ICT Technical Staff, Attitude towards the E learning and Multimedia Technology and Stakeholder Involvement were examined using a sample of 297 learners and teachers obtained using Krejcie and Morgans table of sample size determination. A 5 point Likert scale questionnaire was designed for data collection, a tested correlation coefficient reliability of the questionnaire was established at 0.82. The tables and frequencies were used to analyses the characteristics of the variables while the Spearman's correlation coefficient was used to examine the relationship between variables. The study findings showed that there was weak correlation between quality of the content in the implemented E learning and Multimedia Technology and learners' attitude, also it was showed that, there was moderately strong correlation between implemented E learning and Multimedia Technology quality, stakeholder's involvement and learners' attitude. The motivators to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement were established as support by ICT technical staff, E learning and Multimedia Technology quality, and stakeholder's involvement. Quality of the content in the implemented E learning and Multimedia Technology was established as the barrier since it was the only which had weak correlation to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement. Dr. Alone. Kimwise | Mudaheranwa Benjamin | Beatrice Mugabirwe "Barriers and Motivators to Implementation of an E-Learning and Multimedia Technology towards Improving School Education Standards in Mathematics and Health Education in Nakivale Refugee Settlement, Uganda" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29137.pdf Paper URL: https://www.ijtsrd.com/computer-science/other/29137/barriers-and-motivators-to-implementation-of-an-e-learning-and-multimedia-technology-towards-improving-school-education-standards-in-mathematics-and-health-education-in-nakivale-refugee-settlement-uganda/dr-alone-kimwise
The document discusses the role of information and communication technology (ICT) in special needs education, including how ICT can help overcome barriers to learning for students with special educational needs. It describes various ways ICT can support inclusive education through compensating for impairments, improving instruction, and facilitating communication. The benefits of ICT use in special needs education are also outlined for students, teachers, and parents.
1) UNESCO developed the ICT Competency Framework for Teachers to provide guidelines for integrating technology into education systems globally.
2) The framework aims to prepare teachers and students for 21st century skills and knowledge-based societies through six domains: curriculum, pedagogy, ICT skills, administration, teacher training, and policy.
3) Implementing the framework in India faces challenges with coordinating different ministries and organizations, but case studies show growing ICT presence in higher education through initiatives like the National Mission on Education and the National Knowledge Network.
Assessment of usage of information and communication technology among graduat...Tariq Ghayyur
This study assessed the usage of information and communication technology (ICT) among graduates of Allama Iqbal Open University. 132 graduates participated in the study through a questionnaire. The study found that most graduates had low proficiency in using computer hardware, spreadsheets, presentations software, the internet, e-learning, and blogs. It was also revealed that most graduates faced obstacles in using ICT. The study recommended that educational managers encourage ICT use and facilitate teachers in using computers, the internet, and online resources.
ICT for instruction ( information and Communication Technologies)syd Shafeeq
This document discusses the use of information and communication technologies (ICT) to support instruction, particularly for students with special needs. It explains that ICT can help maximize student independence, participation, access to education, and preparation for life after school. Technologies allow for individualized learning and give students control over their education. The document also notes that ICT helps create truly inclusive classrooms by overcoming barriers to learning and increasing achievement for all students.
Ict competence among academic staff in universitiesTariq Ghayyur
1) The study examined ICT competence and challenges to ICT usage among academic staff in universities in Cross Rivers State, Nigeria. It found that the majority of academic staff funded their own ICT training and rated their competence as low.
2) Most academic staff possessed laptops but accessed the internet mainly at public cyber cafes. Major challenges to ICT usage included inadequate funding for training, lack of ICT facilities, and excessive workload.
3) The study recommends that university management should fund ICT training for academic staff and make such training mandatory to improve ICT competence.
This document provides an overview of the Practice Review project conducted by UNESCO IITE and the European Agency for Development in Special Needs Education. The review aims to present concrete examples of innovative practice using ICT in education for people with disabilities. It does this through 12 case studies and over 20 vignettes related to four themes: supporting personal access to information and knowledge, supporting learning and teaching situations, supporting personal communication and interaction, and supporting access to educational administrative procedures. The document outlines the methodology used to identify relevant examples from a range of geographical contexts and educational settings. It establishes the intended audience and goals of the review in highlighting different uses of ICT and identifying key policy messages.
Barriers and Motivators to Implementation of an E Learning and Multimedia Tec...ijtsrd
The study examined the barriers and motivators to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement, Uganda. Specifically, the quality of the content in the E learning and Multimedia Technology, E learning and Multimedia Technology quality, Support by ICT Technical Staff, Attitude towards the E learning and Multimedia Technology and Stakeholder Involvement were examined using a sample of 297 learners and teachers obtained using Krejcie and Morgans table of sample size determination. A 5 point Likert scale questionnaire was designed for data collection, a tested correlation coefficient reliability of the questionnaire was established at 0.82. The tables and frequencies were used to analyses the characteristics of the variables while the Spearman's correlation coefficient was used to examine the relationship between variables. The study findings showed that there was weak correlation between quality of the content in the implemented E learning and Multimedia Technology and learners' attitude, also it was showed that, there was moderately strong correlation between implemented E learning and Multimedia Technology quality, stakeholder's involvement and learners' attitude. The motivators to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement were established as support by ICT technical staff, E learning and Multimedia Technology quality, and stakeholder's involvement. Quality of the content in the implemented E learning and Multimedia Technology was established as the barrier since it was the only which had weak correlation to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement. Dr. Alone. Kimwise | Mudaheranwa Benjamin | Beatrice Mugabirwe "Barriers and Motivators to Implementation of an E-Learning and Multimedia Technology towards Improving School Education Standards in Mathematics and Health Education in Nakivale Refugee Settlement, Uganda" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29137.pdf Paper URL: https://www.ijtsrd.com/computer-science/other/29137/barriers-and-motivators-to-implementation-of-an-e-learning-and-multimedia-technology-towards-improving-school-education-standards-in-mathematics-and-health-education-in-nakivale-refugee-settlement-uganda/dr-alone-kimwise
The document discusses the role of information and communication technology (ICT) in special needs education, including how ICT can help overcome barriers to learning for students with special educational needs. It describes various ways ICT can support inclusive education through compensating for impairments, improving instruction, and facilitating communication. The benefits of ICT use in special needs education are also outlined for students, teachers, and parents.
1) UNESCO developed the ICT Competency Framework for Teachers to provide guidelines for integrating technology into education systems globally.
2) The framework aims to prepare teachers and students for 21st century skills and knowledge-based societies through six domains: curriculum, pedagogy, ICT skills, administration, teacher training, and policy.
3) Implementing the framework in India faces challenges with coordinating different ministries and organizations, but case studies show growing ICT presence in higher education through initiatives like the National Mission on Education and the National Knowledge Network.
Assessment of usage of information and communication technology among graduat...Tariq Ghayyur
This study assessed the usage of information and communication technology (ICT) among graduates of Allama Iqbal Open University. 132 graduates participated in the study through a questionnaire. The study found that most graduates had low proficiency in using computer hardware, spreadsheets, presentations software, the internet, e-learning, and blogs. It was also revealed that most graduates faced obstacles in using ICT. The study recommended that educational managers encourage ICT use and facilitate teachers in using computers, the internet, and online resources.
ICT for instruction ( information and Communication Technologies)syd Shafeeq
This document discusses the use of information and communication technologies (ICT) to support instruction, particularly for students with special needs. It explains that ICT can help maximize student independence, participation, access to education, and preparation for life after school. Technologies allow for individualized learning and give students control over their education. The document also notes that ICT helps create truly inclusive classrooms by overcoming barriers to learning and increasing achievement for all students.
Ict competence among academic staff in universitiesTariq Ghayyur
1) The study examined ICT competence and challenges to ICT usage among academic staff in universities in Cross Rivers State, Nigeria. It found that the majority of academic staff funded their own ICT training and rated their competence as low.
2) Most academic staff possessed laptops but accessed the internet mainly at public cyber cafes. Major challenges to ICT usage included inadequate funding for training, lack of ICT facilities, and excessive workload.
3) The study recommends that university management should fund ICT training for academic staff and make such training mandatory to improve ICT competence.
This document discusses how IICD uses ICT to improve education in developing countries. IICD takes a holistic approach, equipping schools with appropriate technologies, training teachers, helping create relevant educational content, and ensuring supportive environments. IICD trains teachers in digital skills, content creation, and ICT-enabled teaching methods. This helps increase student and teacher engagement, ease classroom tasks, and develop teaching practices. IICD also addresses infrastructure challenges in off-grid schools by advising on mobile internet and solar energy solutions. The goal is to make education more relevant and improve quality through locally-generated content and interactive learning tools.
The importance of e-accessibility from the point of view of people with disabilities is outlined in this presentation. The international frameworks of educational policy and e-accessibility regarding people with disabilities are reviewed.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
Information and communication technology (ict) among school going childrenAlexander Decker
The document discusses a study on the use of information and communication technology (ICT) among school-going children in Sambalpur, India. It finds that ICT provides easy access to learning resources for students and helps bridge the gap between time and space by making education available anytime, anywhere. ICT is also found to be a powerful motivating tool for students by making the learning process more interactive and engaging. The study concludes that ICT can help transform education from a teacher-centered model to a more student-centered one and promote self-directed learning.
This document discusses the implications of information and communication technology (ICT) in science education in Pakistan. It notes that Pakistan is ranked 145th in terms of ICT use compared to other countries. The document reviews literature on the use of ICT in education, including how tools like PowerPoint have become common in schools. It also discusses examples of ICT use in education from other countries. The conclusion states that ICT is an essential component for a nation's success in areas like defense, security, economy and education.
Case studies on OER - based eLearning by Som Naidu and Sanjaya MishraCEMCA
The document describes a case study of the Open University of Sri Lanka's efforts to integrate open educational resources into one of its teacher education courses. Specifically, it focuses on the Master of Arts in Teacher Education program and its course "Teacher Educator as an Educational Technologist". The course is being revised to incorporate more open and flexible learning opportunities using ICT and OER. The revision aims to provide more effective learning experiences for students within the program's scenario-based learning approach. The capacity of academic staff is also being developed to identify, evaluate, develop, adapt and integrate OER to improve teacher education courses. The revised course is expected to pilot in late 2013.
Digital Literacy in Post-certification Health Care EducationVeronica Montebello
This document discusses the importance of digital literacy in post-certification healthcare education. It begins by defining digital literacy as going beyond just using technology and including critical thinking and problem-solving skills. It then provides rationale for focusing on digital literacy, noting that digitally mediated contexts are increasing across all professions. This brings challenges for more traditional education, so universities need to help students develop strong digital literacy to succeed in today's environment. The document performs a SWOT analysis of digital literacy at the University of Malta and provides recommendations to address challenges in developing digital literacy for post-certification healthcare students.
An Analysis on the Application of Information and Communication Technology (I...AJASTJournal
This document analyzes the application of information and communication technology (ICT) in teaching health education students in tertiary institutions in Adamawa State, Nigeria. It finds that while ICT has the potential to improve education, its use in these institutions faces challenges like lack of infrastructure and qualified instructors. A survey of 300 health education students at 2 institutions finds that students and lecturers make some use of ICT facilities like attending computer training classes and accessing the internet, but challenges remain like limited use of emails and flash drives. The document recommends that institutions improve ICT infrastructure and training to better integrate technology into teaching and learning for health education students.
Inclusive ICTs in Education_Techshare India 2014BarrierBreak
Presentation at Techshare India 2014 by Amy S. Glodman, Co-Executive Director, Institute on disabilities, Temple University, Philadelphia, Pennsylvania USA.
A model policy framework developed by UNESCO and G3ict with the European Agency
The document discusses the availability and utilization of e-learning infrastructures for teaching and learning at the University of Ibadan, Nigeria. It finds that e-learning infrastructures are generally inadequate, with most items like internet services, digital library access, computer availability, and educational materials online rated as disagreed by both lecturers and students. While lecturers can use the internet and refer students to it for assignments, their proficiency in using other e-learning tools for teaching is limited, with most items rated as disagreed. Factors inhibiting use of e-learning include inadequate infrastructure to support it. The study aims to investigate these issues to encourage better use of e-learning and foster teaching/learning.
Implementing an Android Tool for Visually Impaired Students of E-LearningIJERA Editor
This document describes the development of an Android application to improve accessibility for visually impaired students in e-learning. The application was created to integrate with the Moodle learning management system. It allows visually impaired students to participate in educational forums and chats via voice commands. The application has no visual interface and uses speech recognition to navigate menus and interact within the Moodle environment. The goal is to provide greater accessibility and flexibility for visually impaired students to participate in distance education programs.
This document summarizes a conference paper on online learning opportunities in higher education. It discusses how internet and networked technologies have expanded delivery modes in education by allowing more flexible online and blended learning approaches. While online learning has grown significantly, issues like student engagement and completion rates require further consideration. Emerging technologies like social media and MOOCs also present opportunities but challenges to ensure high quality education. Overall, online learning will continue growing with universities aiming to better support students and adapt to technological changes.
The document discusses the use of information and communication technologies (ICT) in education in Pakistan. It notes that ICT use is still in its early stages in Pakistan compared to other countries. The document reviews literature on how ICT has been used successfully in education in other countries through tools like radio, television, and computers. It discusses challenges to using ICT in Pakistan's education system, like lack of infrastructure and resources, but maintains that ICT can improve learning outcomes if implemented properly given Pakistan's circumstances.
FACILITATING EXCELLENT LEARNING THROUGH THE USE OF EDUCATIONAL TECHNOLOGYGlenn Villanueva
This document discusses the importance of educational technology in facilitating excellent learning and teaching. It begins by defining educational technology as aiming to improve education by facilitating the learning process. It then asks questions about how teachers define excellent teaching with new technologies and how their views compare. Next, it reviews literature highlighting how technology promotes inclusion, global communities, and skills for the 21st century. The roles of technology in learning are discussed from a constructivist perspective. Finally, interviews with teachers provide perspectives on how technology engages students and the skills needed for facilitators to utilize technologies effectively.
Curriculum Crisis in ICT and its Impact on Sustainable Science Education, Res...ijtsrd
Globally, Information and Communication Technology ICT curriculum is significant in realising sustainable science education. Despite this laudable global impact, curriculum crisis in ICT have plagued sustainable science education in Nigeria. The Unified Theory of Acceptance and Use of Technology UTAUT was adopted as the conceptual framework in this study. UTAUT model claims that the benefits of using technology and the factors that drive users’ decision to use it, is what determines users’ acceptance behaviour. The authors explored a narrative review, analysis, and synthesis of vast works of literature that revealed significant information on impact of curriculum Crisis in ICT on sustainable science education in Nigeria. The authors also used some keywords such as “Curriculum Crisis in ICT” , “ICT curriculum Crisis effect on science education” , and so on, to extract peer reviewed articles within the last five years. Results revealed that inclusion of good ICT curriculum design, policies, guidelines, equipment, motivations, high speed internet, etc., may leverage curriculum crisis in ICT. Results from this study may positively impact research and innovations in Nigerian following the absence of curriculum crisis in ICT resulting from inclusion of ICT policies, laws, guidelines. Obiokafor, Ifeyinwa Nkemdilim | Dr. Felix Chukwuma, Aguboshim | Abana, Chinenye Helen O "Curriculum Crisis in ICT and its Impact on Sustainable Science Education, Research and Innovations in Nigeria" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35860.pdf Paper URL : https://www.ijtsrd.com/computer-science/other/35860/curriculum-crisis-in-ict-and-its-impact-on-sustainable-science-education-research-and-innovations-in-nigeria/obiokafor-ifeyinwa-nkemdilim
Implication of Educational Technology on Quality Teaching Appraisal from the ...ijtsrd
The purpose of this research paper was to find out the implications of educational technology on quality teaching in secondary schools in the South West Region of Cameroon. The study had just one objective and was carried out in six divisions in the south west region. The survey research design was used and the sample was selected using the simple random sampling and the appropriate stratified random sampling technique. The sample consisted of 330 students and 100 teachers. The questionnaire and the interview were instruments used in the study to collect data. The descriptive statistics comprised tables, percentages, bars and pie charts while for inferential statistics, chi square test of independence was used to verify hypothesis. The results show that the null hypothesis was rejected and the alternative retained. Some recommendations were made to better the use of ICTs in the teaching and learning process to both teachers and students Mbah Emmanuel Teke "Implication of Educational Technology on Quality Teaching: Appraisal from the Perspective of Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21338.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/21338/implication-of-educational-technology-on-quality-teaching-appraisal-from-the-perspective-of-secondary-schools-in-the-south-west-region-of-cameroon/mbah-emmanuel-teke
Open Education Bridging the Gap Inequality of Higher Education opportunityIJRESJOURNAL
ABSTRACT: E-learning system through a variety of applications can encourage the realization of the ideals of education to provide equality of opportunity to all society. The essence of open education is to eliminate the limitations to be able to gain access to higher education for the community at large. Success story of online tutorial services of Universitas Terbuka (UT/Open University) is a proof that can demonstrate more efficient delivery of educational achievement. Perceived satisfaction of students to the online tutorial services became evident that the optimal use of technology to bridge the establishment of an optimal learning process so that students can obtain a quality education is not inferior to conventional universities. This condition will be able to change the paradigm of society that the opportunity to obtain higher education which was originally impossible becomes possible, which is easy, comfortable, flexible and affordable.
This document discusses issues related to vocational education and training (VET), including:
1. VET aims to impart skills for the labor market at a sub-professional level through both classroom and workplace learning. Apprenticeships that combine formal education and on-the-job experience are a cornerstone of VET.
2. The EU has an explicit interest in improving VET across member states to support economic growth and social cohesion. However, the quality and responsibility for VET varies between countries.
3. Information literacy encompasses the ability to identify, evaluate, and effectively use information. It is an important skill for students and workers that supports lifelong learning and success in education and career
Animal science is an essential curriculum in animal husbandry and veterinary professional education. This study delved into the use of ICT in teaching animal science using blended learning and the benefits of blended learning for teachers and students. The study utilized a descriptive survey design. The target population consisted of animal science students and teachers selected colleges of education in the Volta region. The population of Agric science students was 100, and the Agric science tutors in the three colleges were 20. With the use of Yamane formula, the sample size was 80 and 19 respectively for students and the teachers. The fundamental instrument for data collection was questionnaires. Four and five scaled Likert like tests were designed to elicit information on the level of ICT skill of teachers and their students, and on benefits of blended learning to teachers and students respectively. The information gathered was analyzed using SPSS version 21 and the hypotheses were tested using Analysis of Covariance. The result established that both teachers and students of animal science department in the Colleges that participated in the study, are skilled in ICT and that both teachers and students benefited from using blended learning model in teaching animal science in colleges of education in Ghana. It was also discovered from hypothesis tested that no significant difference existed between the ICT skill level of teachers and students, and no significant difference also existed between the level of benefit derived from blended learning by both teachers and students. It was concluded that both teachers and students of animal science in the colleges of education in Ghana benefited from blended learning model because they are skilled in ICT. Hence, it was recommended that teachers and students must be well trained to acquire sufficient ICT skills in the usage of basic ICT applications in order to obtain the full benefits of the blended learning model.
This document provides a review of assistive technologies used in special education. It discusses how assistive technologies can help students with learning disabilities by taking advantage of their strengths and bypassing their weaknesses. Examples of assistive technologies include hardware like computers and software programs. Studies show assistive technology instruction can increase motivation and problem solving abilities for students with dyslexia or dyscalculia. Computer-assisted instruction is also discussed as it allows individualized learning and practice for special needs students.
GENDER SENSITIZATION TOWARDS FUTURE GADGETS IN EDUCATIONorajjournal
Tomorrow’s future is strictly based on today’s students. Students are considered as a preliminary basic
building block for the construction of huge society. Thus, the student’s must be expected to develop good
moral skills not only for their basic necessities or requirements but to groom themselves as an essential
part of country’s economic growth and technological advancements. The task of teacher here plays an
important role nomatter whether s/he is a mentor, guider, philosopher, educator or an expert, whose
responsibility is not just to inculcate appropriate skills in the minds of students but inside and outside the
classroom activities also. The expected future scenario is quite different from the present traditional
classroom situation. The classroom does not mean confined only to the four walls of a room, but it should
inculcate the use of latest tools, devices and gadgets in modern classroom teaching practices. The
paradigm shift has been taken place for the transmission of learning to reshape the classroom for global
perspectives in order to fulfill the visions of 2020. The paper has the objective to find out the opinion of
students towards utilizing future gadgets that can be used for educational purposes. The findings show that
a vast majority of students have positively opined towards utilizing the future gadgets in classroom
practices. This study will highlight the student’s interest towards global competition in terms of their own
standpoint in the world.
Inclusive education: helping teachers to choose ICT resources and to use them...eLearning Papers
Authors: Vincenza Benigno, Stefania Bocconi, Michela Ott.
This paper looks at the issue of school inclusion by referring to the concept of Universal Access to Education. It focuses on the strong potential Information and Communication Technologies (ICT) provide to avoid any kind of discrimination among students. The paper also argues that teachers play a fundamental role in capitalising the opportunities offered by new technologies to support the full inclusion of all students in mainstream education systems.
1) ICT plays an important role in modernizing education and improving its quality by developing new ways of teaching and learning, and extending access to more students.
2) ICT provides tools to help learners with disabilities learn at their own pace, and enhances the quality of teaching for both teachers and students.
3) Universal design for learning aims to meet the needs of diverse students through flexible curriculum, materials, and assessments. Assistive technologies also help students with disabilities overcome challenges.
This document discusses how IICD uses ICT to improve education in developing countries. IICD takes a holistic approach, equipping schools with appropriate technologies, training teachers, helping create relevant educational content, and ensuring supportive environments. IICD trains teachers in digital skills, content creation, and ICT-enabled teaching methods. This helps increase student and teacher engagement, ease classroom tasks, and develop teaching practices. IICD also addresses infrastructure challenges in off-grid schools by advising on mobile internet and solar energy solutions. The goal is to make education more relevant and improve quality through locally-generated content and interactive learning tools.
The importance of e-accessibility from the point of view of people with disabilities is outlined in this presentation. The international frameworks of educational policy and e-accessibility regarding people with disabilities are reviewed.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
Information and communication technology (ict) among school going childrenAlexander Decker
The document discusses a study on the use of information and communication technology (ICT) among school-going children in Sambalpur, India. It finds that ICT provides easy access to learning resources for students and helps bridge the gap between time and space by making education available anytime, anywhere. ICT is also found to be a powerful motivating tool for students by making the learning process more interactive and engaging. The study concludes that ICT can help transform education from a teacher-centered model to a more student-centered one and promote self-directed learning.
This document discusses the implications of information and communication technology (ICT) in science education in Pakistan. It notes that Pakistan is ranked 145th in terms of ICT use compared to other countries. The document reviews literature on the use of ICT in education, including how tools like PowerPoint have become common in schools. It also discusses examples of ICT use in education from other countries. The conclusion states that ICT is an essential component for a nation's success in areas like defense, security, economy and education.
Case studies on OER - based eLearning by Som Naidu and Sanjaya MishraCEMCA
The document describes a case study of the Open University of Sri Lanka's efforts to integrate open educational resources into one of its teacher education courses. Specifically, it focuses on the Master of Arts in Teacher Education program and its course "Teacher Educator as an Educational Technologist". The course is being revised to incorporate more open and flexible learning opportunities using ICT and OER. The revision aims to provide more effective learning experiences for students within the program's scenario-based learning approach. The capacity of academic staff is also being developed to identify, evaluate, develop, adapt and integrate OER to improve teacher education courses. The revised course is expected to pilot in late 2013.
Digital Literacy in Post-certification Health Care EducationVeronica Montebello
This document discusses the importance of digital literacy in post-certification healthcare education. It begins by defining digital literacy as going beyond just using technology and including critical thinking and problem-solving skills. It then provides rationale for focusing on digital literacy, noting that digitally mediated contexts are increasing across all professions. This brings challenges for more traditional education, so universities need to help students develop strong digital literacy to succeed in today's environment. The document performs a SWOT analysis of digital literacy at the University of Malta and provides recommendations to address challenges in developing digital literacy for post-certification healthcare students.
An Analysis on the Application of Information and Communication Technology (I...AJASTJournal
This document analyzes the application of information and communication technology (ICT) in teaching health education students in tertiary institutions in Adamawa State, Nigeria. It finds that while ICT has the potential to improve education, its use in these institutions faces challenges like lack of infrastructure and qualified instructors. A survey of 300 health education students at 2 institutions finds that students and lecturers make some use of ICT facilities like attending computer training classes and accessing the internet, but challenges remain like limited use of emails and flash drives. The document recommends that institutions improve ICT infrastructure and training to better integrate technology into teaching and learning for health education students.
Inclusive ICTs in Education_Techshare India 2014BarrierBreak
Presentation at Techshare India 2014 by Amy S. Glodman, Co-Executive Director, Institute on disabilities, Temple University, Philadelphia, Pennsylvania USA.
A model policy framework developed by UNESCO and G3ict with the European Agency
The document discusses the availability and utilization of e-learning infrastructures for teaching and learning at the University of Ibadan, Nigeria. It finds that e-learning infrastructures are generally inadequate, with most items like internet services, digital library access, computer availability, and educational materials online rated as disagreed by both lecturers and students. While lecturers can use the internet and refer students to it for assignments, their proficiency in using other e-learning tools for teaching is limited, with most items rated as disagreed. Factors inhibiting use of e-learning include inadequate infrastructure to support it. The study aims to investigate these issues to encourage better use of e-learning and foster teaching/learning.
Implementing an Android Tool for Visually Impaired Students of E-LearningIJERA Editor
This document describes the development of an Android application to improve accessibility for visually impaired students in e-learning. The application was created to integrate with the Moodle learning management system. It allows visually impaired students to participate in educational forums and chats via voice commands. The application has no visual interface and uses speech recognition to navigate menus and interact within the Moodle environment. The goal is to provide greater accessibility and flexibility for visually impaired students to participate in distance education programs.
This document summarizes a conference paper on online learning opportunities in higher education. It discusses how internet and networked technologies have expanded delivery modes in education by allowing more flexible online and blended learning approaches. While online learning has grown significantly, issues like student engagement and completion rates require further consideration. Emerging technologies like social media and MOOCs also present opportunities but challenges to ensure high quality education. Overall, online learning will continue growing with universities aiming to better support students and adapt to technological changes.
The document discusses the use of information and communication technologies (ICT) in education in Pakistan. It notes that ICT use is still in its early stages in Pakistan compared to other countries. The document reviews literature on how ICT has been used successfully in education in other countries through tools like radio, television, and computers. It discusses challenges to using ICT in Pakistan's education system, like lack of infrastructure and resources, but maintains that ICT can improve learning outcomes if implemented properly given Pakistan's circumstances.
FACILITATING EXCELLENT LEARNING THROUGH THE USE OF EDUCATIONAL TECHNOLOGYGlenn Villanueva
This document discusses the importance of educational technology in facilitating excellent learning and teaching. It begins by defining educational technology as aiming to improve education by facilitating the learning process. It then asks questions about how teachers define excellent teaching with new technologies and how their views compare. Next, it reviews literature highlighting how technology promotes inclusion, global communities, and skills for the 21st century. The roles of technology in learning are discussed from a constructivist perspective. Finally, interviews with teachers provide perspectives on how technology engages students and the skills needed for facilitators to utilize technologies effectively.
Curriculum Crisis in ICT and its Impact on Sustainable Science Education, Res...ijtsrd
Globally, Information and Communication Technology ICT curriculum is significant in realising sustainable science education. Despite this laudable global impact, curriculum crisis in ICT have plagued sustainable science education in Nigeria. The Unified Theory of Acceptance and Use of Technology UTAUT was adopted as the conceptual framework in this study. UTAUT model claims that the benefits of using technology and the factors that drive users’ decision to use it, is what determines users’ acceptance behaviour. The authors explored a narrative review, analysis, and synthesis of vast works of literature that revealed significant information on impact of curriculum Crisis in ICT on sustainable science education in Nigeria. The authors also used some keywords such as “Curriculum Crisis in ICT” , “ICT curriculum Crisis effect on science education” , and so on, to extract peer reviewed articles within the last five years. Results revealed that inclusion of good ICT curriculum design, policies, guidelines, equipment, motivations, high speed internet, etc., may leverage curriculum crisis in ICT. Results from this study may positively impact research and innovations in Nigerian following the absence of curriculum crisis in ICT resulting from inclusion of ICT policies, laws, guidelines. Obiokafor, Ifeyinwa Nkemdilim | Dr. Felix Chukwuma, Aguboshim | Abana, Chinenye Helen O "Curriculum Crisis in ICT and its Impact on Sustainable Science Education, Research and Innovations in Nigeria" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35860.pdf Paper URL : https://www.ijtsrd.com/computer-science/other/35860/curriculum-crisis-in-ict-and-its-impact-on-sustainable-science-education-research-and-innovations-in-nigeria/obiokafor-ifeyinwa-nkemdilim
Implication of Educational Technology on Quality Teaching Appraisal from the ...ijtsrd
The purpose of this research paper was to find out the implications of educational technology on quality teaching in secondary schools in the South West Region of Cameroon. The study had just one objective and was carried out in six divisions in the south west region. The survey research design was used and the sample was selected using the simple random sampling and the appropriate stratified random sampling technique. The sample consisted of 330 students and 100 teachers. The questionnaire and the interview were instruments used in the study to collect data. The descriptive statistics comprised tables, percentages, bars and pie charts while for inferential statistics, chi square test of independence was used to verify hypothesis. The results show that the null hypothesis was rejected and the alternative retained. Some recommendations were made to better the use of ICTs in the teaching and learning process to both teachers and students Mbah Emmanuel Teke "Implication of Educational Technology on Quality Teaching: Appraisal from the Perspective of Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21338.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/21338/implication-of-educational-technology-on-quality-teaching-appraisal-from-the-perspective-of-secondary-schools-in-the-south-west-region-of-cameroon/mbah-emmanuel-teke
Open Education Bridging the Gap Inequality of Higher Education opportunityIJRESJOURNAL
ABSTRACT: E-learning system through a variety of applications can encourage the realization of the ideals of education to provide equality of opportunity to all society. The essence of open education is to eliminate the limitations to be able to gain access to higher education for the community at large. Success story of online tutorial services of Universitas Terbuka (UT/Open University) is a proof that can demonstrate more efficient delivery of educational achievement. Perceived satisfaction of students to the online tutorial services became evident that the optimal use of technology to bridge the establishment of an optimal learning process so that students can obtain a quality education is not inferior to conventional universities. This condition will be able to change the paradigm of society that the opportunity to obtain higher education which was originally impossible becomes possible, which is easy, comfortable, flexible and affordable.
This document discusses issues related to vocational education and training (VET), including:
1. VET aims to impart skills for the labor market at a sub-professional level through both classroom and workplace learning. Apprenticeships that combine formal education and on-the-job experience are a cornerstone of VET.
2. The EU has an explicit interest in improving VET across member states to support economic growth and social cohesion. However, the quality and responsibility for VET varies between countries.
3. Information literacy encompasses the ability to identify, evaluate, and effectively use information. It is an important skill for students and workers that supports lifelong learning and success in education and career
Animal science is an essential curriculum in animal husbandry and veterinary professional education. This study delved into the use of ICT in teaching animal science using blended learning and the benefits of blended learning for teachers and students. The study utilized a descriptive survey design. The target population consisted of animal science students and teachers selected colleges of education in the Volta region. The population of Agric science students was 100, and the Agric science tutors in the three colleges were 20. With the use of Yamane formula, the sample size was 80 and 19 respectively for students and the teachers. The fundamental instrument for data collection was questionnaires. Four and five scaled Likert like tests were designed to elicit information on the level of ICT skill of teachers and their students, and on benefits of blended learning to teachers and students respectively. The information gathered was analyzed using SPSS version 21 and the hypotheses were tested using Analysis of Covariance. The result established that both teachers and students of animal science department in the Colleges that participated in the study, are skilled in ICT and that both teachers and students benefited from using blended learning model in teaching animal science in colleges of education in Ghana. It was also discovered from hypothesis tested that no significant difference existed between the ICT skill level of teachers and students, and no significant difference also existed between the level of benefit derived from blended learning by both teachers and students. It was concluded that both teachers and students of animal science in the colleges of education in Ghana benefited from blended learning model because they are skilled in ICT. Hence, it was recommended that teachers and students must be well trained to acquire sufficient ICT skills in the usage of basic ICT applications in order to obtain the full benefits of the blended learning model.
This document provides a review of assistive technologies used in special education. It discusses how assistive technologies can help students with learning disabilities by taking advantage of their strengths and bypassing their weaknesses. Examples of assistive technologies include hardware like computers and software programs. Studies show assistive technology instruction can increase motivation and problem solving abilities for students with dyslexia or dyscalculia. Computer-assisted instruction is also discussed as it allows individualized learning and practice for special needs students.
GENDER SENSITIZATION TOWARDS FUTURE GADGETS IN EDUCATIONorajjournal
Tomorrow’s future is strictly based on today’s students. Students are considered as a preliminary basic
building block for the construction of huge society. Thus, the student’s must be expected to develop good
moral skills not only for their basic necessities or requirements but to groom themselves as an essential
part of country’s economic growth and technological advancements. The task of teacher here plays an
important role nomatter whether s/he is a mentor, guider, philosopher, educator or an expert, whose
responsibility is not just to inculcate appropriate skills in the minds of students but inside and outside the
classroom activities also. The expected future scenario is quite different from the present traditional
classroom situation. The classroom does not mean confined only to the four walls of a room, but it should
inculcate the use of latest tools, devices and gadgets in modern classroom teaching practices. The
paradigm shift has been taken place for the transmission of learning to reshape the classroom for global
perspectives in order to fulfill the visions of 2020. The paper has the objective to find out the opinion of
students towards utilizing future gadgets that can be used for educational purposes. The findings show that
a vast majority of students have positively opined towards utilizing the future gadgets in classroom
practices. This study will highlight the student’s interest towards global competition in terms of their own
standpoint in the world.
Inclusive education: helping teachers to choose ICT resources and to use them...eLearning Papers
Authors: Vincenza Benigno, Stefania Bocconi, Michela Ott.
This paper looks at the issue of school inclusion by referring to the concept of Universal Access to Education. It focuses on the strong potential Information and Communication Technologies (ICT) provide to avoid any kind of discrimination among students. The paper also argues that teachers play a fundamental role in capitalising the opportunities offered by new technologies to support the full inclusion of all students in mainstream education systems.
1) ICT plays an important role in modernizing education and improving its quality by developing new ways of teaching and learning, and extending access to more students.
2) ICT provides tools to help learners with disabilities learn at their own pace, and enhances the quality of teaching for both teachers and students.
3) Universal design for learning aims to meet the needs of diverse students through flexible curriculum, materials, and assessments. Assistive technologies also help students with disabilities overcome challenges.
This document discusses the importance of information and communication technologies (ICT) in education in Pakistan. It provides background on how educational methodology has evolved over time and how ICT is now an important modern tool used in educational institutions. The document reviews several articles and studies that outline the key benefits of ICT in education, including improved learning outcomes for students, more effective teaching methods, and better preparation of students for the modern workforce. It argues that adopting ICT is crucial for Pakistan's development and that teachers need proper training to fully realize the benefits of ICT in education.
ICT plays a major role in education by contributing to universal access, equity, quality learning, and effective management. ICT improves education quality and enhances teaching by motivating students and making lessons more creative and engaging. ICT also prepares students for the future by teaching technology skills needed for work and everyday life. The Australian Curriculum emphasizes developing students' ICT capability across all learning areas to investigate, create, communicate, and meet their learning needs using appropriate technologies.
FOR PPT AND SCRIPT ON INTERNATIONAL PRESENTATION.docxEDWINCFUEGO
This document discusses the importance of integrating information and communication technology (ICT) into education. It provides context on how ICT has transformed education globally and discusses various organizations and policies that support ICT integration. The document also outlines a study conducted to develop an ICT skills-based program for high school teachers in the Philippines. The study assessed teachers' ICT knowledge and skills, identified areas for improvement, and developed a program to address gaps. The program considered teachers' profiles and was validated by experts.
This study investigated teachers' knowledge and attitudes toward integrating information and communication technology (ICT) into teaching and learning in secondary schools in Malaysia. A survey of 50 teachers found that they were comfortable using some applications like spreadsheets and presentation software, but lacked skills in other areas. Teachers had a positive attitude toward using ICT and felt it could improve student learning. However, the study also found that teachers' attitudes varied depending on their years of experience and level of ICT knowledge, with more experienced teachers and those with less ICT knowledge being less positive toward integration. The primary contribution of the study was identifying this relationship between teachers' experience, ICT knowledge, and attitudes toward classroom technology use.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
This document discusses how information and communication technology (ICT) can enhance the quality of teaching and learning. ICT has revolutionized the teaching-learning process by making information easily accessible, allowing for more interactive and collaborative learning experiences, and developing students' problem-solving and critical thinking skills. Some key benefits of using ICT in education include providing individualized learning opportunities for students, facilitating communication beyond the classroom, and creating a more engaging learning environment. However, effective integration of ICT depends on factors like teacher training, school infrastructure, leadership support, and adequate resources and funding. The document explores various uses of ICT in education and strategies to overcome barriers to its implementation.
Technological devices as a new & improved teaching method is highlighted as the future of education. The document discusses key aspects of developing a knowledge society through embracing technology in education, including the pervasiveness of technology, goals of providing education for all, and national strategic objectives. It emphasizes the need to develop teacher competencies relating to ICT and professional development to effectively integrate technology into teaching.
This document discusses the application of information and communication technologies (ICT) in education. It begins by defining ICT as technologies that provide access to information through telecommunications such as the internet, wireless networks, and cell phones. It then explores how ICT benefits both teachers and students. Teachers can more easily share resources and lesson plans, while students gain research, communication, and analytical skills from using ICT. The document also notes some limitations of ICT in education, such as unequal digital access between urban and rural areas. It concludes by emphasizing the need to reduce this "digital divide" so all students can benefit from ICT.
Perceived competence of nigerian secondary schools teachers inAlexander Decker
This document summarizes a study that examined the perceived competence of Nigerian secondary school teachers in using information and communication technology (ICT). The study found that most teachers in Ogun State secondary schools do not have the required competence in ICT. It also found that teachers' competence in ICT usage is not influenced by their academic qualifications, teaching experience, or subject specialization (whether in sciences or humanities). The document recommends that the Nigerian government provide more training opportunities for teachers in ICT usage through regular seminars and workshops, increase computer access in schools, and provide internet access and financial support to encourage teachers to learn ICT skills.
The document discusses barriers to integrating information and communication technology (ICT) into teaching and learning environments based on a review of literature. The major barriers identified are lack of teacher confidence, competence, and access to resources for using ICT. Providing teachers with ICT resources like hardware, software, training, time, and technical support can help overcome these barriers and improve integration of ICT into classrooms. Understanding the barriers that inhibit teachers from using ICT and how to address them, such as improving access to resources and teacher skills, is important for effective integration of technology into education.
The document discusses the background and theoretical framework of a study on the effect of availability, accessibility, and user-ability of information technology (IT) resources on students' learning at Saint Jude College in Manila, Philippines. Specifically, it aims to examine how the availability, accessibility, and user-ability of IT resources impact students' learning. The study employs cognitive flexibility theory and Kirkpatrick's four levels of evaluation as its theoretical framework. It hypothesizes that the availability, accessibility, and user-ability of IT resources affect students' learning. The significance and scope of the study are also outlined.
Need of integrating ict in todays classroomrajukammari
This document discusses the importance of integrating information and communications technology (ICT) into modern classrooms. It defines ICT and explains its significance in education. Integrating ICT can improve students' skills, knowledge, engagement and academic achievement. It allows students to directly contact professors and peers worldwide, developing communication skills. Teachers should guide students in appropriate ICT use and leverage technology to make complex concepts easier to understand. When used properly, ICT integration in education produces self-sufficient, conceptually strong students prepared for 21st century careers.
This document discusses the role of information and communication technology (ICT) in commerce education at the higher secondary level in India. It outlines how ICT can enhance teaching and learning processes by making information more accessible and motivating for students. ICT allows for more flexible delivery of education and learner-centered approaches. When integrated effectively, ICT is shown to improve student engagement, academic performance, and development of skills needed for future careers. Commerce teachers are encouraged to utilize ICT tools like e-learning, internet resources, PowerPoint presentations, and interactive CD-ROMs to support instruction.
Similar to Preparing special education frontline professionals for a new teaching experience (20)
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
Designing and Developing Mobile Learning Applications in International Studen...eLearning Papers
This paper reports on an international collaboration in which students from different universities designed and developed mobile learning applications, working together in interdisciplinary teams using social and mobile media. We describe the concept, process and outcomes of this collaboration including challenges of designing and developing mobile learning applications in virtual teams.
This paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
1) Project GGULIVRR explores using mobile technologies like NFC tags and QR codes to link physical objects and locations to digital educational games.
2) The project aims to develop 21st century skills through creating and playing contextual mobile games on topics like a city's underground infrastructure.
3) Games are built in a generic framework that allows non-technical users to author new games by combining multimedia content and scripted gameplay rules.
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
Managing Training Concepts in Multicultural Business EnvironmentseLearning Papers
Companies that need training and development services increasingly often operate in a context that consists of more than just one country, language and culture. While business operations are becoming international, companies expect their service providers being capable of catering them where needed. Succeeding in a very complex multinational customer-tailored training project takes more than a good concept. The concept must be flexible so that when language and cultural changes vary from country to country they do not endanger the content to be delivered. There can be several localised versions of the training concept under simultaneous delivery. Challenge is how to manage the concept.
Reflective Learning at Work – MIRROR Model, Apps and Serious GameseLearning Papers
This report discusses the initial results of a 4-year FP7 research project that developed a theoretical model and worked on the creation and evaluation of a range of ‘Mirror’ apps based on our Mirror reflection model. The findings divulge how the apps and serious games can facilitate reflectionº at work, by empowering employees to learn by reflection on their work practice and on their personal learning experiences.
SKILL2E: Online Reflection for Intercultural Competence GaineLearning Papers
The project SKILL2E aims to equip students on international work placements with intercultural competences. The model proposes a double loop learning cycle in which a shared online diary using guided questions is used for reflection. Preliminary results illustrate how this collaborative approach is conducive to the development of intercultural competences.
Experience Networking in the TVET System to Improve Occupational CompetencieseLearning Papers
This paper aims at considering the development and strengthening of networks in (T)VET systems as a means of improving employability and mobility of workers, through a system where occupational competences, required by the Labour Market, described in terms of Learning Outcomes that can be assessed and validated in all different contexts (formal, non formal and informal) developed following quality standards, will be abreast with changes and innovations of the global context requirements, in order to respond to those shortcomings that limit the potential growth of countries with serious implications for the participation in global markets, job growth, economical and social stability.
Leveraging Trust to Support Online Learning Creativity – A Case StudyeLearning Papers
The insights shared through this article build on data collected in real life situations. The work described here attempts to understand how trust can be used as leverage to support online learning and creative collaboration. This report explores this understanding from the teacher perspective. It examines trust commitments in an international setting within which learners from different European countries collaborate and articulate their learning tasks and skills at a distance. This research endeavour aims to recognize both individual and group vulnerabilities as opportunities to strengthen their cooperation and collaboration. We believe that by understanding how to assess and monitor learners’ trust, teachers could use this information to intervene and provide positive support, thereby promoting and reinforcing learners’ autonomy and their motivation to creatively engage in their learning activities.
The results gathered so far enabled an initial understanding of what to look for when monitoring trust with the intention of understanding and influencing learners’ behaviours. They point to three main aspects to monitor on students: (1) their perception of each others’ intentions, in a given context, (2) their level of cooperation as expressed by changes in individual and group commitments towards a particular activity; and, (3) their attitudes towards the use of communication mediums for learning purposes (intentions of use, actual use and reactions to actual use).
Innovating Teaching and Learning Practices: Key Elements for Developing Crea...eLearning Papers
This paper looks at how to innovate teaching and learning practices at system level. It describes the vision for ‘Creative Classrooms’ and makes a consolidated proposal for their implementation, clarifying their holistic and systemic nature, their intended learning outcomes, and their pedagogical, technological, and organisational dimensions for innovation. ‘Creative Classrooms’ (CCR) are conceptualized as innovative learning environments that fully embed the potential of ICT to innovate learning and teaching practices in formal, non-formal and informal settings.
The proposed multi-dimensional concept for CCR consists of eight encompassing and interconnected key dimensions and a set of 28 reference parameters (‘building blocks’). At the heart of the CCR concept lie innovative pedagogical practices that emerge when teachers use ICT in their efforts to organize newer and improved forms of open-ended, collaborative, and meaningful learning activities, rather than simply to enhance traditional pedagogies, such as expository lessons and task-based learning.
A preliminary analysis of two existing cases of ICT-enabled innovation for learning is presented in order to show (i) how the proposed key dimensions and reference parameters are implemented in real-life settings to configure profoundly diverse types of CCR and (ii) to depict the systemic approach needed for the sustainable implementation and progressive up-scaling of Creative Classrooms across Europe.
Website – A Partnership between Parents, Students and SchoolseLearning Papers
The website developed by the 1.b class at the Augusta Šenoa elementary school is, first and foremost, a pioneering work stemming from cooperation among teachers and parents. The purpose of the website is to inform, activate, and involve parents, students and teachers who work in the classroom. Each activity is documented, giving insight into the everyday activities, and making the classroom visible and transparent to everyone. The project uses new technology (forum, gallery of student work, class mail), and enlists a partnership of parents, who made parts of the website.
Academic Staff Development in the Area of Technology Enhanced Learning in UK ...eLearning Papers
This paper reports on a study on staff development in the area of technology enhanced learning in UK Higher Education Institutions (HEIs) that took place in November, 2011. Data for this study were gathered via an online survey emailed to the Heads of e-Learning Forum (HeLF) which is a network comprised of one senior staff member per UK institution, leading the enhancement of learning and teaching through the use of technology. Prior to the survey, desk-based research on some universities’ publicly available websites gathered similar information about staff development in the area of technology enhanced learning. The online survey received 27 responses, approaching a quarter of all UK HEIs subscribed to the Heads of e-Learning forum list (118 is the total number). Both pre-1992 (16 in number) and post-1992 Universities (11 in number) were represented in the survey and findings indicate the way this sample of UK HEIs are approaching staff development in the area of TEL.
The Ageing Brain: Neuroplasticity and Lifelong LearningeLearning Papers
The role of adult education is becoming increasingly important in the framework of policies to promote lifelong learning. Adult participation in training activities, however, is still rather low, despite the incentives and initiatives aimed at allowing all citizens access
to education and training at all ages in their lives.
Participation tends to decrease concomitantly with increasing age: the major difficulty that elderly people have in learning is due to a deterioration of brain function, causing a progressive weakening of concentration, memory and mental flexibility. Today, advanced
researches in neuroscience show that brain ageing may be reversible: the brain
is plastic in all stages of life, and its maps can restructure themselves through learning experiences.
Checklist for a Didactically Sound Design of eLearning ContenteLearning Papers
The design of elearning content requires several areas of educational psychology to be
integrated. In order to enhance the design process, checklists can be used as a means of formative evaluation. We present a checklist for the design and formative evaluation of elearning modules.
It covers the content, segmenting, sequencing and navigation, adaptation to target audience,
design of text and graphics, learning tasks and feedback, and motivation. In the context of a project on designing elearning modules on renewable energies, this
checklist was successfully used for providing formative feedback to the developers.
The International Student and the Challenges of Lifelong LearningeLearning Papers
The document discusses two cases of challenges faced by international lifelong learners.
1. Khan, an older student from India, struggled with the younger online group due to age differences and lack of computer/academic skills. A peer pairing with Mohammad helped Khan improve his skills and understanding of women's roles.
2. Hilary, an older female student from Africa, lacked confidence and felt disrespected by younger students. A Canadian student befriended Hilary and encouraged her to challenge herself, leading Hilary to change careers after graduation.
Both cases show how technology-enhanced learning can improve older international students' learning experiences and transform their lives by exposing them to new perspectives.
Fostering Older People’s Digital Inclusion to Promote Active AgeingeLearning Papers
Within the framework of the European Year for Active Ageing and Solidarity between Generations, ECDL Foundation will partner with AGE Platform Europe to promote older people’s digital inclusion.
This collaboration involves the launch of an updated ICT training programme adapted to older people’s needs: a revised version of the ECDL Foundation’s accessible ICT training programme, EqualSkills.
eLearning and Social Networking in Mentoring Processes to Support Active AgeingeLearning Papers
Mentoring is a human resources development process often used to induct, introduce and guide staff into places of employment.
Training people on the job or using elderly people as mentors can be organised to address aspects like skill shortage in organisations, recruiting and retaining personal with the necessary knowledge and active involvement of older people. In this paper we present some aspects of mentoring, particularly the ICT support of such process and
give examples.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Preparing special education frontline professionals for a new teaching experience
1. Preparing special education frontline professionals for a new
teaching experience
Jaime Moreira Ribeiro & António Moreira
Digital Contents Laboratory, University of Aveiro, Portugal
Ana Margarida Pisco Almeida
Cetac.media & Department of Communication and Arts, University of Aveiro, Portugal
Summary
A large number of special education professionals agree on the fact that Information and
Communication Technologies (ICT) are an important tool for teachers and students to
overcome barriers and promote the acquisition of skills. ICT can promote school and social
inclusion by diminishing the obstacles for students with Special Education Needs (SEN).
A correct educational implementation of ICT depends strongly on the teachers' awareness of
their possibilities in the classroom, their training and their capacity to adapt to the differentiated
learning styles of SEN students. However, the lack of training on ICT is one of the most
frequently pointed reasons for not using or misusing them as pedagogical tools or individual
Assistive Technologies among pupils with SEN.
This paper reports the findings of a survey conducted among teachers attending a Master’s
Degree on Special Education in which they were asked to analyse the acquisition of general
ICT skills and specially oriented ICT solutions for students with learning disabilities. The
collection, compilation and processing of the survey's data describes and explains the actual
perceptions, skills and training needs of this professional group.
The results seem to confirm other studies that conclude that special education teachers support
the use of ICT as a useful tool in the education of students with learning disabilities. However,
our conclusions show that prior to a specific ICT for SEN training, teachers must acquire a set
of basic ICT skills. The educational support provided by trained and specialized professionals
assisted by ICT means and techniques constitutes an extraordinary aid for those students who
need to see their disadvantage reduced or overcome.
Keywords: eInclusion, ICT Training, SEN, Assistive Technologies, special education, overcome
barriers, e-skills
1 Introduction
A statement by Mary Pat Radabaugh (a former employee with the IBM Disability Support
Centre) often cited by authors in the field of special education and ICT research, illustrates the
simplicity that materializes the potential that ICT represents for those that for some
circumstance are deprived of a full participation in their daily living: “For most people technology
makes things easier. For persons with disabilities, technology makes things possible”
(Radabaugh, 1993) 1 .
1
Study on the Financing of Assistive Technology Devices and Services for Individuals with Disabilities, A Report to
the President and the Congress of the United States, March 4, 1993, National Council on Disability:
http://www.ncd.gov/newsroom/publications/1993/assistive.htm
eLearning Papers • www.elearningpapers.eu • 1
Nº 16 • September 2009 • ISSN 1887-1542
2. It is frequently plead that the use of ICT accrue benefits to the teaching-learning process, not
only by means of communication of available knowledge, but also by the motivational load that
triggers the youth of today who live swamped with technological innovations. Indeed, there are
numerous European and International studies that substantiate the benefits of the association
of education with technology, with conclusive evidence of improvements in participation and
performance (Balanskat, Blamire & Kefala, 2006; BECTA, 2007 and 2003; Liu, Cornish &
Clegg, 2007; Williams, Jamali & Nicholas, 2006; and many others). Kirinić, V. Vidaček-Hainš
and Kovačić reaffirm that when “compared to traditional education, computer-aided education
has largely proved to be more effective and efficient, primarily owing to additional motivation
enhanced by the interaction with the computer” (Kirinić, Vidaček-Hainš &Kovačić, 2009:42).
The concept of inclusion reports to the physical, social and academic insertion of the student
with SEN in regular classrooms, assuming that heterogeneity between students is a very
positive factor for the learning experience of all, enriching it and making it more proficient
(Correia, 2008). The inclusive perspective searches for a school for all and for each one and
demands an individualized and customized educational response to the specific learning needs
of each student.
A school that pursuits a full incorporation of students with SEN, and therefore an inclusive
school, must recognize and satisfy their particular needs, coping with different learning paces
and styles, experiences, the relationship of the individual with his/her environment, through
curricular adaptations, diversified pedagogical strategies and good management (Santos,
2006). It must strive for equal opportunities, minimizing disabilities in a way that the SEN
student can make the school and social pathway the less restrictive possible, as stated in the
2004 UNESCO Salamanca Declaration (UNESCO, 2004).
Fonseca (2008) emphasizes that it is crucial to provide children with SEN with a specialized
educational intervention, as means and special care varies according to the specific needs of
each one, for the full development of their capabilities. The educational support provided by
trained and specialized professionals, assisted by means and techniques also specialized,
constitute a form of aid/support for the student who needs to see his/her disadvantage reduced
or overcome.
ICT reveals itself, in this way, as a powerful tool, in a manner that can diminish the disabilities
and incapabilities of the students with SEN, promoting the school and social inclusion (Santos,
2006). With students with more severe problems/conditions, that possess a disability causing
dysfunction, ICT can act as an individual assistive technology, resolving functional problems,
towards compensating or substituting the affected function that could be sensorial, motor or
cognitive.
However, the applicability of ICT in Special Education doesn’t run out in its role as an Assistive
Technology, as in regular education, but maybe with more relevance ICT assumes itself as an
important tool at the service of teachers and students to overcome barriers and promote the
acquisition of skills.
Sancho & Hernández (2006:148) summarized this idea by saying that “The use of ICT enables
varied answers, because it allows different types of presenting information, diverse ways of
expression and learning and various forms of involvement, in response to the complexity of
facets of learning and teaching.”
Winnebrenner (1996) adds that the effective use of technology in the classroom shortens the
gap between potential and performance, especially in regards to students who struggle to learn.
BECTA, in its 2007 Annual Review, adds that ICT also reduces the gap between students with
high and low performance, helping more students to be successful in learning and motivating
and supporting those most disadvantaged and destitute of interest. The discussion about the
usefulness of ICT in the education of SEN students is already a concern for many European
eLearning Papers • www.elearningpapers.eu • 2
Nº 16 • September 2009 • ISSN 1887-1542
3. governments as present in the 2001 and 2003 reports of the European Agency for Development
in Special Needs Education (EADSEN) in which it can be read that “Most countries agree that
access to ICT can reduce inequalities in education and that ICT can be a powerful tool in
supporting educational inclusion. [...] The digital resources that could be developed within the
education systems of countries (OECD, 2001) may seem particularly promising in education of
students with special educational needs” (Meijer, Soriano, & Watkins, 2003:44).
However, several authors clarify that the mere presence of technology presents no automatic
effect in obtaining benefits and that the key factor is not the technology itself but the pedagogy
used and the interaction between teacher, student and content (Florian & Hegarty, 2004; Paiva,
2003; Sancho & Hernández, 2006; Santos, 2006; Sancho & Hernández, 2006). They reinforce,
also, that one should seek to take advantage of the unique characteristics of technologies and
not merely replicate the traditional methods of teaching, because only then will you get proven
advantages of its use (Brodin & Lindstrand, 2003; EADSEN, 2001; Miranda, 2007; Santos,
2006; Schlünzen & Junior, 2006; Winnebrenner, 1996). Lobato Miranda (2007), in her review of
several studies, emphasizes that the completion of these activities only with the introduction of
technology does not produce visible positive effects in students learning. The continued use of
computers in school only to support the acquisition of traditional skills is a waste of time and
technology (Winnebrenner, 1996).
For ICT to succeed in helping those who strive in their school path, it has to be adequate to the
particular needs of these students and supported by professionals aware of its potential and in
possession of the skills that allow an effective use of technology. However, the means are not
always available and/or appropriate to the needs of students with or without special learning
needs. Additionally, there is a lack of training of teaching and non teaching staff, to support
these students who are many times deprived of adequate equipment and specialized
professionals.
2 Reasons for the study
As seen in the introduction, we can assume that this study tries to bring to discussion the issue
of teachers and other professionals specialized ICT training whose work is to support the
school path of students with SEN, either from a more functional or from an academic point of
view.
It is proven that ICT is an added value for the education of the majority of students in regular
school with or without SEN, efforts being made, nationwide, to equip all schools and students
with computers and broadband Internet connections so that everyone has the resources
available for a proficient teaching and learning process. But are the teachers, specially the ones
that support students with particular learning needs, endowed with the skills that allow them to
take advantage of the potential of ICT as a tool for working at the service of student and
teacher? Are the initial college courses or the courses provided by companies that market
products for SEN sufficient to offer enough skills for primary ICT supported approaches?
In this perspective, we believe that it is necessary to frequently survey the training needs of
special education frontline professionals so that the managers and implementers of training
tailor the training course to the real training needs of those looking for a way to optimize their
work, so that those who depend on it are not impaired in any way.
3 The study
For this research an exploratory-descriptive study was conducted through survey using a
questionnaire on possessed ICT and training needs for special education skills applied to a
class of education professionals acquiring a Master’s degree in Special Education in the
Cognitive and Motor areas. The application of the questionnaire took place on the starting class
of a thirty hour program on “Pedagogical Use of ICT” which included pedagogical use of the
Internet, Productivity Tools, a general approach to known Assistive Technologies for the most
eLearning Papers • www.elearningpapers.eu • 3
Nº 16 • September 2009 • ISSN 1887-1542
4. common disabilities and with a specific incidence of technologies directed do neuro-motor
disabilities.
The group of respondents was composed of 19 female individuals, with different spans of work
experience. The professional group consisted of 8 Special Education teachers, 1 educational
support teacher, 2 Basic Education (1st Cycle) teachers, 6 Kindergarten teachers and 2 Socio-
cultural Animators. Of the whole group, 9 individuals were responsible for direct support to
students with SEN and the remaining dealt with these pupils in regular educational contexts.
One should stress the demand for training of those that deal with students with SEN in regular
educational contexts that include other children without SEN.
The questionnaire was composed of multiple-choice questions that inquired about regular and
specialized ICT Skills, ICT training background, and ICT use for management, materials
creation and pedagogical purposes. In addition, respondents were asked their opinions and
beliefs about the use of ICT with SEN students.
Collection, compilation and processing of data to describe and interpret the reality of actual
perceptions, skills and training needs of this focus group were conducted. The results were
subjected to descriptive analyses in order to provide a global perspective on general ICT skills
and a focused perspective on specific skills worked upon.
4 Results
Every one of the 19 respondents showed interest in the pedagogical use of ICT with students
with SEN. In particular, 12 of the respondents revealed high interest in this matter, 6 good
interest, and only 1 indicated reasonable interest. Almost the entire group of respondents
agrees that ICT offers significant educational benefits and that it can help students with learning
disabilities overcome the obstacles imposed by their disabilities (17 fully agreed, 1 agreed and
1 missing answer). Furthermore, the entire group believes that ICT brings pedagogical
advantages to students with SEN. Additionally, approximately 17 respondents believe that ICT
is a factor of increased motivation and participation for students with learning problems.
These answers were confirmed by nearly all of the respondents (18 out of 19) that are
motivated for the use of ICT in education of students with SEN and who think that ICT training
in this area is of major importance for their work in supporting the education of these students.
The same number of respondents acknowledges that special education professional training
encourages the use of ICT with these pupils.
The majority of the respondents said that they had frequent and long-term use of computers,
mainly for elaboration of written class materials and for administrative functions. Their answers
stated that the use of the computer in direct intervention wasn’t so frequent, although 6 made
educational activities at the computer with high frequency.
The question about the respondents ICT training background was a cumulative multiple-choice
item (more than one answer could be chosen). In this section the results showed that 10
respondents received their ICT training in their higher education. Also, 5 respondents said that
they had attended training courses at their work schools, and another 5, from the Ministry of
Education training courses. An equal number of respondents stated that they were autonomous
learners. Only 1 respondent had complementary or specialized training in ICT.
When questioned about specialized training for pedagogical applications of ICT, 7 respondents
said that they had attended some type of pedagogical use of ICT training. In the specific SEN
oriented ICT skills, 17 respondents responded not have attended any sort of training in the use
of specific SEN pedagogical software. As regards training in Assistive Technologies, the
situation is slightly less negative, but only 3 of the 19 respondents had some training in this
area.
eLearning Papers • www.elearningpapers.eu • 4
Nº 16 • September 2009 • ISSN 1887-1542
5. About their global ICT skills, a larger number (14) said that they had reasonable skills in
computer use.
In the detailed inquiring about ICT skills all of them indicated the need for more general
(Operating System and Productivity Tools) and specific SEN ICT training (Specific SEN
software, Accessibility Options of the Operating System and Assistive Technologies).
Each area of training needs had available a classification from high priority to low priority: in
specific software for SEN, 15 respondents classified it as a high priority; the classification of
high was given in 12 cases for Assistive Technologies; in general educational software only 2
respondents classified it as a high priority; the classification of high priority for general ICT was
attributed by 4 respondents.
In the screening of confidence in the use ICT the survey showed that only 4 of the 19
respondents have confidence in their technological abilities and only 1 feels that he/she has
sufficient ICT training for an efficient response to the needs of students with SEN. Only 2
respondents feel that their ICT knowledge is updated.
When asked about available ICT for SEN training courses, 13 respondents think that the offer
of specialized training isn’t enough while 4 respondents agree that the actual training courses
satisfy their needs.
5 Discussion
The results seem to confirm other studies that conclude that special education teachers support
the use of ICT as a useful tool in the education of students with learning disabilities. For their
greater proximity to the educational process, teachers are clearly defenders of the use of ICT in
education as shown in various studies, particularly in the survey conducted with Italian teachers
by Benigno, Bocconi & Ott (2007) and with Swedish teachers by Brodin and Lindstrand (2003).
In the first study there is recognition of 75% of respondents of the potential of ICT in fostering
inclusion and, in the second, of 79%. This inclusive potential is recognized by EADSEN in their
2001 and 2003 studies, already mentioned, which call for their effective use, encouraging the
resolution of the factors impeding its use.
All respondents agree that ICT constitute a valuable educational tool and a way to facilitate
access and participation, thus contributing towards the full inclusion of these struggling
students, this being the major concept defended by several authors worldwide. Florian and
Hegarty (2004) realized that inclusion is a feature that defines ICT and added that they act as
equalizers to be used in overcoming barriers for all students, but especially for those with
disabilities, in any context where learning takes place. Abbott (2007) and Schlünzen & Junior
(2006) added that ICT can provide greater independence to the students and can unravel their
hidden potential.
Hence, the acceptance of computers as allies and the recognition of their value in the work with
students with SEN by special education professionals seems not to constitute an obstacle,
contradicting their regular education colleagues where still 1/5 of European teachers have
doubts or denies any benefits in the use of ICT in education (Balanskat, Blamire & Kefala,
2006).
Besides the direct educational advantages and barriers destruction, these professionals also
believe that ICT contributes for increased motivation and even act as disciplinary tools,
stimulating attention and good behavior as supported by numerous studies (BECTA, 2003;
Florian & Hegarty, 2004; Sparrowhawk & Heald, 2007; Williams, Jamali & Nicholas, 2006), just
to mention a few.
We noted that a large percentage of professionals had acquired ICT skills in their higher
education studies but at the same time feel they aren’t prepared for an adequate work with
eLearning Papers • www.elearningpapers.eu • 5
Nº 16 • September 2009 • ISSN 1887-1542
6. students with learning disabilities, reinforcing the idea that some have ICT skills but don’t know
how to apply them in an educational manner. We agree with Abbott (2007) on that part of
problem frequently lies not on the non-use of technology but rather on its misuse.
Almost all the respondents revealed a frequent use of computers to help managing
administrative tasks. This issue is of great importance and we must note that, indirectly, by
simplifying the teacher’s management duties, ICT also contributes towards a good attendance
of students with SEN.
The biggest slice of training provided comes from higher education studies, but all the
respondents reveal lack of training and ask for more training, leading us to think that even
recent graduate teachers don’t possess enough ICT competences and that there is a need to
re-educate them as Peralta and Costa (2007) stated in their synthesis of an international
research.
Confidence in their skills is also an issue that has to be worked on (Balanskat, Blamire &
Kefala, 2006; Peralta & Costa, 2007), substantiated by adequate training, given that only a
minority of respondents has confidence in their ICT skills regarding their insufficient training.
By way of conclusion we remark that, despite poor training, most professionals attach great
importance to training in order to respond more effectively to the needs of their students.
Research evidence presented by studies conducted with professionals, students and direct
observation is conclusive that ICT helps demolish barriers for people with physical, visual,
hearing, cognitive and even psychological impairments.
These respondents are fully aware that ICT has the potential to empower the student to act
beyond becoming a mere spectator and play a more active role in promoting/facilitating their
work in a constructive manner about their educational background and developmental process.
ICT enables, therefore, above all, full participation in school life, so that pupils with SEN feel
more capable and integrated in the classroom, with real feelings of belonging to the school,
which contributes towards a rich citizenship experience, as witnessed by the students with SEN
themselves in the study of Pereira (2007).
6 Conclusion
The study was conducted with a small group of respondents so we can only infer about their
training needs and draw some assumptions that might underlie a training model without the
pretension of major generalizations.
Special education professionals, and in particular special education teachers, play a vital role in
the implementation of ICT in the present and future classrooms as an additional aid for the
education of persons with particular learning needs. Their technical and pedagogical training in
the use of ICT in today’s classrooms can constitute a barrier or an adjuvant for an innovative
and supporting use of computers with all their underlying potential.
Although the professionals that participated in the study believe that ICT is and added value for
the education of students with special needs it becomes clear that it plays a secondary role in
their work, as it serves manly as a platform for the production of written materials that will most
likely support conventional teaching strategies. As stated by many researchers, the goal of ICT
use lies not in the replication of conventional methods, but in the use of innovative methods
adapted the specific needs of students with some form of impairment, like the implementation of
accessible teaching-learning strategies and the production of contents and materials that allow
access and participation otherwise denied to these students.
As observed from their own perceptions, professionals that work with students with special
educational needs don’t possess enough skills for a proper and optimized use of ICT with those
eLearning Papers • www.elearningpapers.eu • 6
Nº 16 • September 2009 • ISSN 1887-1542
7. pupils under their responsibility. They lack general ICT skills but their major training need is in
the specially oriented solutions for special educational needs on specific software and Assistive
Technologies. This is, in itself, a worrying situation, raising issues about the quality of services
offered to students that may depend on adequate use of technology to ensure their access and
proactive participation in learning.
Applying the survey at the initial phase of the training subject (opening session) played a key
role by acting as a diagnosis that influenced the following training sessions, shaping and
tailoring them to the real needs of the learners. What was intended to be a training program on
the specific use of ICT applied to SEN became, in a first instance, a training course for the
acquisition of a few basic skills, passing only later to the teaching of specific applications. Only
this way we could ensure the foundations to scaffold the development of some priority skills
targeted to support students with impairments in their education. The lack of familiarity of the
trainees with costless ways of accessing a computer, raised by collected data, led us to conduct
a practice session on the native accessibility of the Operating System.
Most of the studies consulted prior to our research give great emphasis to the applications and
specific training strategies specifically targeted to address needs and compensate for
shortcomings of pupils with special educational needs. However, it appears that, in this case,
advancing to the development of more specific technological competences would be an error,
since they lack the foundation skills to support more advanced levels of knowledge. Clearly,
providing more specific skills training would probably lead to frustration, abandonment, neglect
and subsequently the non-use of the possibly few skills acquired without an understanding of
their basic underlying functioning. In our perspective, and from the results obtained in the
questionnaire, we think that it is necessary to prioritize and provide basic ICT skills before
advancing towards a profound and much needed training in the use of specific ICT tools for the
access, participation and inclusion of students with problems and disabilities that impair their
possibilities for regular school attendance. It thus becomes clear that ICT training of these
professionals must start with the handling of the Operating System and of most common use
applications, namely Productivity Tools, evolving then towards their pedagogical SEN scope.
Emphasis must be placed on the exploration of the accessibility options of the Operating
System as their can be a no cost starting approach to the enhancement of the accessibility of a
computer to those with not so severe impairments, before moving on to a less affordable option.
From a pedagogical point of view no new teaching and learning strategies can be achieved
through the use of common “Office” applications if their basic handling is not skilled.
To handle this need, primary training on the educational use of ICT should take place in higher
education teacher training settings, after the acquisition of basic skills. From our perspective, in
a Master’s course aimed at the development of specialized knowledge, the teaching of basic
ICT skills shouldn’t take place, leading to what may be a waste of much needed time and
resources. Basic ICT training must be assured at an initial phase of professional training, at an
undergraduate level, so as not to compromise advanced learning stages that must seek the
exploitation of the full potential of ICT resources in the education of students with special needs.
In-service training and special education courses are an excellent opportunity to link theoretical
knowledge to practice putting together conceptual and operational skills. So, in-service training
and special education specializing courses must have ICT strategies in their curricula so that
special education professionals can be enabled to use one more essential tool available to
them.
We consider that, within the spectrum of knowledge required by a professional to conduct
his/her activities to support students with learning problems, basic skills in specific oriented ICT
for SEN should be included so that when he/she faces a technology that accompanies a young
person with impairments, he/she is able to plan a first intervention/assessment. And, more
important, we must consider that a correct educational implementation of ICT strongly depends
on the teacher’s training and capacity to adapt to the differentiated learning styles that he/she
encounters in his/her teaching of SEN students.
eLearning Papers • www.elearningpapers.eu • 7
Nº 16 • September 2009 • ISSN 1887-1542
8. Teaching and learning are increasingly relying more on technology for students that deviate
from standard learning, multimedia, computers and access enabling technologies, transforming
learning into a “normalisation” experience that must be adopted by teachers of today and
tomorrow. At a time when we are experiencing the implementation of the inclusive school,
research on the inclusion of students with SEN in schools with the support of ICT presents itself
as an area of research and intervention with unquestionable interest. ICT has the potential to
empower students, promoting/facilitating the full apprehension of their educational background
and developmental process.
References
Abbott, C. (2007). Report 15: E-inclusion: Learning Difficulties and Digital Technologies. London: Kings
College.
Balanskat, A., Blamire, R. & Kefala, S. (2006). The ICT Impact Report: A review of Studies of ICT impact,
2006. European Schoolnet, Available in: http://ec.europa.eu/education/doc/reports/doc/ictimpact.pdf,
Accessed: 14/05/08.
Benigno, V., Bocconi, S., & Ott, M. (2007). Inclusive education: helping teachers to choose ICT resources
and to use them effectively. eLearning Papers (nº 6). Available in:
http://www.elearningeuropa.info/files/media/media14199.pdf. Acessed: 13/02/2008.
BECTA (British Educational Communications and Technology Agency) (2007). 2007 Annual Review,
Coventry: Becta.
BECTA (British Educational Communications and Technology Agency) (2003). What the research says
about ICT supporting special educational needs (SEN) and Inclusion. Coventry: Becta.
Brodin, J., & Lindstrand, P. (2003). What about ICT in special education? Special educators evaluate
information and Communication Technology as a learning tool, European Journal of Special Needs
Education, 2003, Vol. 18, (No. 1), pp. 71-87.
Correia, L. (2008). Inclusão e Necessidades Educativas Especiais, Um guia para educadores e
professores, Colecção Necessidades Educativas Especiais,.Porto: Porto Editora.
European Agency for Development in Special Needs Education (EADSEN) (2001). Information and
Communication Technology (ICT) in Special Needs Education (SNE). Brussels: European Agency for
Development in Special Needs Education.
Florian, L., & Hegarty, J.(2004). ICT and Special Educational Needs - A tool for inclusion. Berkshire:
Open University Press.
Fonseca, V.(2008). Dificuldades de Aprendizagem: abordagem neuropsicológica e psicopedagógica ao
insucesso escolar, 2008. 4ª Edição. Lisboa: Âncora Editora.
Kirinić, V. Vidaček-Hainš, V Kovačić, A. (2009). Computers in Education of Children with Intellectual and
Related Developmental Disorders. In Proceedings of Computers and Education Conference of 32nd
International Convention on Information and Communication Technology, Electronics and
th
Microelectronics – MIPRO 2009. (Opatija, Croatia, May 25th to 29 ). Pp. 39-43.
Liu, Y., Cornish, A., & Clegg, J.(2007). ICT and special educational needs: Using meta-synthesis for
bridging the multifaceted divide, Springer-Verlag Berlin. pp. 18-25.
Meijer, C., Soriano, V. & Watkins, A. (2003) Special Needs Education in Europe. Brussels: European
Agency for Development in Special Needs Education.
Miranda, L. (2007). Limites e possibilidades das TIC na educação, Sísifo. Revista de Ciências da
Educação, (03 Mai/Ago 07), pp. 41-50.
eLearning Papers • www.elearningpapers.eu • 8
Nº 16 • September 2009 • ISSN 1887-1542
9. Paiva, J. (2003).Tecnologias de Comunicação e Informação: Utilização Pelos Alunos.. Lisboa: Programa
Nónio Século XXI, Ministério da Educação/DAPP. Available in http://www.giase.min-
edu.pt/nonio/pdf/estudo_alunos-v3.pdf, Accessed: 13/03/2008.
Peralta, H., & Costa, F.A. (2007) Competência e confiança dos professores no uso das TIC. Síntese de
um estudo internacional, sísifo/revista de ciências da educação, (n.º 3· mai/ago 07).
Pereira, E. (2007). My school: The participation experience of children with disabilities in portuguese
mainstream schools, Unpublished Master's thesis in Occupational Therapy. European Master of Science
in Occupational Therapy.
Sancho, J., & Hernández, F. (2006). Tecnologias para transformar a educação,. Porto Alegre: Artmed
Editora S.A.
Santos, S. (2006). A Escrita e as TIC em Crianças com Dificuldades de Aprendizagem: Um ponto de
encontro, Master's thesis,. Braga: Instituto de Estudos da Criança - Universidade do Minho, Available in:
https://repositorium.sdum.uminho.pt/bitstream/1822/6325/2/A%20Escrita%20e%20as%20TIC%20em%2
0Crian%c3%a7as%20com%20Dificuldades%20de%20Aprendiza.pdf, Accessed: 05/05/2007.
Schlünzen, E. & Junior, K. (2006). Tecnologias, desenvolvimento de projetos e inclusão de pessoas com
deficiência. INCLUSÃO - Revista da Educação Especial, Jul/2006, 46-41.
Sparrowhawk, A., & Heald, Y. (2007). How to use ICT to support children with Special Education
Needs..Cambridge: LDA.
UNESCO (UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION) (1994).
The Salamanca Declaration and Framework for Action in the Field of Special Needs Education. United
Nations Educational, Science and Culture Organization. Ministry of Education and Science of Spain.
Williams, P., Jamali, H.R., & Nicholas, D. (2006). Using ICT with people with special education needs:
what the literature tells us’, Aslib Proceedings, 2006, 58, (4), pp. 330-345.
Winebrenenner, S. (1996). Teaching Kids with Learning Difficulties in the Regular Classroom Strategies
and Tecniques Every Teacher Can Use to Challenge and Motivate Struggling Students. Minneapolis:
Free Spirit.
eLearning Papers • www.elearningpapers.eu • 9
Nº 16 • September 2009 • ISSN 1887-1542
10. Authors
Jaime Moreira Ribeiro
Researcher
Digital Contents Laboratory, University of Aveiro, Portugal
António Moreira
Director of the Masters Course and Doctoral Programme in Multimedia in Education
Digital Contents Laboratory and the ERTE-PTE Competence Centre, University of Aveiro,
Portugal
Ana Margarida Pisco Almeida
Invited Assistant Professor
Department of Communication and Arts, University of Aveiro, Portugal
Copyrights
The texts published in this journal, unless otherwise indicated, are subject to a
Creative Commons Attribution-Noncommercial-NoDerivativeWorks 3.0
Unported licence. They may be copied, distributed and broadcast provided that
the author and the e-journal that publishes them, eLearning Papers, are cited. Commercial use
and derivative works are not permitted. The full licence can be consulted on
http://creativecommons.org/licenses/by-nc-nd/3.0/
Edition and production
Name of the publication: eLearning Papers
ISSN: 1887-1542
Publisher: elearningeuropa.info
Edited by: P.A.U. Education, S.L.
Postal address: C/ Muntaner 262, 3º, 08021 Barcelona, Spain
Telephone: +34 933 670 400
Email: editorial@elearningeuropa.info
Internet: www.elearningpapers.eu
eLearning Papers • www.elearningpapers.eu • 10
Nº 16 • September 2009 • ISSN 1887-1542