Digital classroom and students with learning disorders: a study to improve learning processes and teaching practices

Gaggioli, Cristina

doi:10.1515/rem-2018-0012

Cited by 5 publications

(4 citation statements)

References 2 publications

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“…Some papers also described the use of e-platforms and other tools. There is a general agreement on the following positive effects of E-learning on specific academic abilities (reading, writing, calculating, arithmetical reasoning) [ 34 - 36 ] and on specific cognitive and metacognitive abilities (decision making, metacognitive processes, increase long-term retention of learning materials, goal setting, problem-solving, and determination, self-regulation learning skill) [ 34 , 36 - 43 ].…”

Section: Resultsmentioning

confidence: 99%

“…Some authors focus on positive effects on LD students’ attitude on learning, motivation and engagement, interest, active engagement, attention and on cooperative dynamics between students [ 39 , 40 , 42 , 44 ]. Other papers have described the effects of E-learning on general development and on learning path of students with LD (it equips students with LD with adequate skills to allow them to continue with further study through various pathways) [ 34 , 35 , 37 ].…”

Section: Resultsmentioning

confidence: 99%

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The Use of Distance Learning and E-learning in Students with Learning Disabilities: A Review on the Effects and some Hint of Analysis on the Use during COVID-19 Outbreak

Петретто¹,

Carta²,

Cataudella³

et al. 2021

CPEMH

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Even if the use of distance learning and E-learning has a long tradition all over the world and both have been used to keep in contact with students and to provide lessons, support and learning materials, there is an open debate on the balance between advantages and disadvantages in the use of distance learning. This debate is even more central in their use to support students with Learning Disabilities (LDs), an overarching group of neurodevelopmental disorders that affect more than 5% of students. The current COVID-19 outbreak caused school closures and the massive use of E-learning all over the world and it put higher attention on the debate of the effects of E-learning. This paper aims to review papers that investigated the positive and negative effects of the use of Distance Learning and E-learning in students with LDs. We conducted a literature review on the relationship between Distance Learning, E-learning and Learning Disabilities, via Scopus, Eric and Google Scholar electronic database, according to Prisma Guidelines. The findings are summarized using a narrative, but systematic, approach. According to the data resulting from the papers, we also discuss issues to be analyzed in future research and in the use of E-learning during the current pandemic of COVID-19.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

The Use of Distance Learning and E-learning in Students with Learning Disabilities: A Review on the Effects and some Hint of Analysis on the Use during COVID-19 Outbreak

Петретто¹,

Carta²,

Cataudella³

et al. 2021

CPEMH

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show abstract

“…As there are many benefits to meaningful educational technology integration in the classroom for both teachers and their students (e.g., Burns, 2013;Dooley et al, 2016;Edwards, 2019;Gaggioli, 2019;Hicks, 2011;Morgan, 2013;Muis, 2008), there are also many national (e.g., Bull et al, 2016;Hershkovitz & Karni, 2018;Kelley & Sisneros, 2020;Whiteside et al, 2016)…”

Section: Professional Development In Technologymentioning

confidence: 99%

Designing Professional Development for Sustainable Educational Technology Usage: Lessons Learnt from Utah K-12 Teachers

Pantic

Cain

2022

JISTE

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Professional development (PD) programs do not always reach the teacher or allow for sustained usage of technology. However, recent studies show that teachers are more open to use technology after increased technology dependence during the COVID-19 pandemic. Motivated by that new openness to technology integration, we used interview and survey data to examine teachers’ current practices for learning technology, features of PD that they consider effective and technologies that they want to learn in the future. We found that teachers learn technology in both formal and informal ways, through district-organized PD, independent learning and or by asking for help from peers. We also learned what kinds of technologies teachers want to learn more about, and that active learning and lack of cognitive overload are two of the most important features of PD for teachers in our study. Based on those findings, we offer three concrete recommendations for PD program designers.

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“…Como resultado, o grupo com dislexia teve um ótimo desempenho na condição sem texto escrito (áudio + imagem). Com os dados obtidos, os pesquisadores concluíram que estudantes com dislexia podem ter uma melhor aprendizagem com a utilização de recursos multimídias.O trabalho deGaggioli (2018) apresentou uma visão geral das tecnologias utilizadas por estudantes com transtorno de aprendizagem, averiguando como e em quais condições a tecnologia digital pode ser parte integrante de um ambiente de aprendizagem motivador e sem barreiras para estudantes com necessidades educacionais especiais. A autora indica que as salas de aula do século XXI poderiam ser equipadas com um computador para uso do professor, dispositivos para os aprendizes, conexão à Internet para utilização de conteúdos, softwares e aplicativos especialmente projetados para a educação.…”

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Tecnologias digitais na escolarização de estudantes com dislexia uma revisão de literatura

Ferraz

Pedro

2023

DEVIR

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A dislexia é um transtorno específico de aprendizagem, de origem neurobiológica, caracterizada pela dificuldade no reconhecimento preciso e/ou fluente da palavra, na habilidade de decodificação e em soletração. A utilização de recursos tecnológicos em sala de aula pode ser considerada como uma prática adequada, em que o professor a utiliza para estimular o desenvolvimento das habilidades de leitura na intenção de ofertar aprendizagens mais significativas para os estudantes. Assim, o objetivo principal desta pesquisa consistiu em revisar a literatura nacional e internacional sobre o uso das tecnologias digitais no âmbito da dislexia. Para tanto, utilizaram-se as seguintes bases de dados: Biblioteca Digital de Teses e Dissertações (BDTD), Scientific Eletronic Library Online (SciELO) e Education Resources Information Center (ERIC). Para a realização das buscas, foram utilizados os descritores “Dislexia” and “Tecnologia” (BDTD e SciELO) e “Technology” and “Dyslexic” (ERIC). Ao todo foram levantadas para o presente artigo 18 produções acadêmicas, em relação às categorias temáticas observamos que as categorias Recursos e Ensino Superior alocaram os maiores números de produções, com quatro cada, em seguida temos Acessibilidade e Software (3); Formação Docente e Tecnologia Assistiva (2); Ambiente Virtual de Aprendizagem, Educação à Distância, Ensino Remoto, Fontes e Ludicidade (1). Algumas produções foram alocadas em mais de uma categoria, uma vez que contemplavam mais de uma temática. Evidencia-se a relevância de mais publicações sobre o assunto, sobretudo no âmbito da Educação Básica, com vistas a contribuir com o trabalho de professores, educadores, familiares, e profissionais da educação que apresentam interesse na área da dislexia e tecnologias digitais.

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Digital classroom and students with learning disorders: a study to improve learning processes and teaching practices

Cited by 5 publications

References 2 publications

The Use of Distance Learning and E-learning in Students with Learning Disabilities: A Review on the Effects and some Hint of Analysis on the Use during COVID-19 Outbreak

The Use of Distance Learning and E-learning in Students with Learning Disabilities: A Review on the Effects and some Hint of Analysis on the Use during COVID-19 Outbreak

Designing Professional Development for Sustainable Educational Technology Usage: Lessons Learnt from Utah K-12 Teachers

Tecnologias digitais na escolarização de estudantes com dislexia uma revisão de literatura

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