Inclusive Technology-Enhanced Education

Daniela, Linda

doi:10.1007/978-3-031-14775-3_1

Cited by 3 publications

(1 citation statement)

References 39 publications

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“…Digital technology can develop soft social skills such as teamwork, communication, adaptability, emotional intelligence, and negotiation skills. Also, by using digital technology in teaching, teachers get access to assistive tools that can be useful learning supports for students with and without disabilities (Daniela, 2022).…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Pedagogical Skills and Students’ Attitudes Towards Technology-Enhanced Teaching and Learning in Morogoro Secondary Schools, Tanzania

Nyangas

2024

IJEHSS

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Technology provides pedagogically enhanced tools and facilities, allowing teachers to more effectively replace traditional methods of instruction. Technology in teaching and learning is essential for Tanzania's development. The Ministry of Education, Science, and Technology encourages technology-based learning in national curricula through a wide range of initiatives. This study examined teachers pedagogical skills and students' attitudes towards the use of technology to improve teaching and learning in Morogoro Municipal Secondary Schools. The study employed a survey design involving a sample of 140 municipal secondary school students and 40 teachers. The Statistical Package for Social Sciences (SPSS) was used for analysing descriptive statistics. The findings indicate that smart phones are the most widely used technologically advanced tool among teachers. While teachers use the internet to find instructional materials, LCD projectors for lesson delivery, and online platforms for flipped classrooms, the study found that the majority of them lack the technologically enhanced pedagogical skills needed to deliver lessons online, such as the use of digital technologies to promote inclusive education, the use of learning management systems (LMS), and the selection and use of appropriate software tools for instruction. The majority of respondents felt positive about technology-enhanced teaching and learning, despite concerns about bullying when using social media for learning purposes. Based on these findings, the study suggests teacher training programmes to enable successful technology-enhanced teaching and learning. The study also suggests that school administrators adopt safety measures and educate students on how to protect themselves when engaging in online learning platforms.

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Section: Discussionmentioning

confidence: 99%

Teachers’ Pedagogical Skills and Students’ Attitudes Towards Technology-Enhanced Teaching and Learning in Morogoro Secondary Schools, Tanzania

Nyangas

2024

IJEHSS

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Digital Transformation Stands Alongside Inclusive Education: Lessons Learned from a Project Called “Waking Up in the Morning”

Kaimara

2023

Tech Know Learn

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The right of people with special educational needs and disabilities to be educated alongside their typically developing peers is a fundamental human right protected by national laws and international conventions. However, education systems around the world still face the challenge of providing effective education for all children and young people. Nowadays, academic research on the implementation of inclusive education has shifted from “where” students should be educated to “what” and “how” they should be taught. Although teachers express willingness to implement inclusive education pedagogy, they nevertheless state that they lack educational materials and even encounter difficulties in creating their educational resources due to a lack of expertise. In this context and under the current research imperatives in inclusive education regarding the benefits of digital transformation, an inclusive transmedia application based on gamification techniques, called “Waking Up In the Morning” (WUIM), was designed and developed to supply an integrated educational method that can be applied in inclusive learning environments. The purpose of WUIM providing content for teaching Activities of Daily Living is to emphasize the participatory design for developing inclusive learning materials, while also using formative assessment elements that actively engage end-user. The conclusions of the formative assessment were drawn from the data collected to answer the main research question: “Can educational applications, based on transmedia learning principles, cutting-edge technology and game elements support inclusive education?“. Since for every educational innovation, it is necessary to identify teachers’ opinions about it, two parallel surveys were conducted on teachers’ attitudes towards inclusive education and digital games for learning and teaching. Based on the results, it can be concluded that teachers were hesitant in both cases, a reluctance that was not solely driven by ideological barriers but also by a lack of training in educational practices. This work highlights the lessons learned about teachers’ attitudes regarding inclusive education and digital educational games, the pedagogical foundations of game design, the power of transdisciplinary teamwork, and the affordances of virtual reality, augmented reality and digital games to support education and treatment of individuals with special educational needs and/or disabilities in inclusive settings.

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Promoting Inclusive Education through Virtual Underwater Robotics Experience: Enhancing STEM Learning and Collaboration with Real-World Applications

Yim,

Woo,

Chin

2024

2024 IEEE Global Engineering Education Conference (EDUCON)

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Inclusive Technology-Enhanced Education

Cited by 3 publications

References 39 publications

Teachers’ Pedagogical Skills and Students’ Attitudes Towards Technology-Enhanced Teaching and Learning in Morogoro Secondary Schools, Tanzania

Teachers’ Pedagogical Skills and Students’ Attitudes Towards Technology-Enhanced Teaching and Learning in Morogoro Secondary Schools, Tanzania

Digital Transformation Stands Alongside Inclusive Education: Lessons Learned from a Project Called “Waking Up in the Morning”

Promoting Inclusive Education through Virtual Underwater Robotics Experience: Enhancing STEM Learning and Collaboration with Real-World Applications

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