Pre-service teachers’ perceptions of the role of ICT in attending to students with functional diversity

Magaña, Ernesto Colomo; Magaña, Alejandro Colomo; Basgall, Lauren; Ariza, Andrea Cívico

doi:10.1007/s10639-022-11212-3

Cited by 4 publications

(2 citation statements)

References 41 publications

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“…After all, teachers are crucial elements in building schools with inclusive proposals, and these, in turn, are the most effective means to reduce prejudice, combat discriminatory attitudes and, ultimately, lead to the creation of a more receptive society (De Boer et al, 2011;Booth & Ainscow, 2011). More than just adapted methodologies and resources, students with disabilities also need a team that has adequate professional training to accompany them (Colomo-Magaña et al, 2022;Glat & Blanco, 2007;Kassar, 2014).…”

Section: Discussionmentioning

confidence: 99%

Mapping research on evidence-based practice in education: a mixed analysis

De Oliveira Barbosa,

Marín-Suelves,

Vidal Esteve

et al. 2024

Red

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This work is a review approach to the scientific literature on evidence-based practice in teaching/learning processes carried out through a bibliometric study and a content analysis. A total of 1,868 documents extracted from the WOS database were analysed, from which the 100 most cited documents in the last twenty years were selected for an in-depth analysis of the topics addressed in the studies. This study made it possible to identify a growing trend in the number of studies carried out in recent years, the weight of different countries, including the USA, reference authors, sources to be consulted to learn more, and the existing collaboration and co-citation networks. In addition, the content analysis results show the diversity of methodologies, techniques, and resources endorsed for their effectiveness in improving education, professional development, and the effects on participants' performance. With or without technology, evidence-based practices are implemented in different contexts and with diverse populations, such as students with special educational needs. However, studies focused on the training of health professionals predominate. Este trabajo es una aproximación a la literatura científica sobre la práctica basada en la evidencia en los procesos de enseñanza/aprendizaje, realizada a través de un estudio bibliométrico y un análisis de contenido. Se analizaron un total de 1,868 documentos extraídos de la base de datos WOS, de los cuales se seleccionaron los 100 más citados en los últimos veinte años, para la profundización en las temáticas abordadas en los estudios. La realización de este estudio permitió identificar una tendencia creciente en el número de estudios realizados en los últimos años, el peso de diferentes países entre los que destaca EE. UU., autores de referencia, fuentes a las que acudir para saber más o las redes de colaboración y cocitación existentes. Además, los resultados del análisis de contenido muestran la diversidad de metodologías, técnicas y recursos avalados por su eficacia parala mejora de la educación, el desarrollo profesional y los efectos en el rendimiento de los participantes. Con o sin tecnología, las prácticas basadas en evidencia se implementan en diferentes contextos y con poblaciones diversas, como estudiantes con necesidades educativas especiales. Sin embargo, predominan los estudios centrados en la formación de profesionales sanitarios.

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Section: Discussionmentioning

confidence: 99%

Mapping research on evidence-based practice in education: a mixed analysis

De Oliveira Barbosa,

Marín-Suelves,

Vidal Esteve

et al. 2024

Red

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“…Numerous studies have focused on analysing the digital training and attitudes towards ICT of educational professionals in formal education [4][5][6][7][8][9][10][11] and show the most marked concerns of this group. The lack of initial training in concepts related to educational technology is highlighted [12]. In the long term, this results in teachers who are poorly trained and unaware of the didactic applications of ICT in the classroom.…”

Section: Introductionmentioning

confidence: 99%

ICT Training Perception of Professionals in Functional Diversity in Granada

Montes

Cara

Moya

et al. 2023

IJERPH

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Training in Information and Communication Technologies (ICTs) has become very valuable in the current educational panorama, given the proliferation of digital resources available in the formal and non-formal education context. Fortunately, the field of attention to diversity has also benefited from it. For this reason, it is essential that the professionals who attend to people with functional diversity have a good attitude towards them, as well as training in accordance with their requirements. The aim of this study was to analyse how professionals in Granada (Spain) perceived their ICT training. A total of 404 specialists who worked in the field of attention to diversity were interviewed. In general, participants showed a favourable opinion towards ICT but they expressed a medium-low perception of their digital training. Nevertheless, these results are encouraging, as younger teachers showed a more favourable opinion and training towards ICT. In the long term, this will be a generation that is more educated and aware of the benefits, applicability and usefulness of these resources for working with people with functional diversity.

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Enhancing technological pedagogical content knowledge of prospective teachers through mathematics lesson plan development

Saralar-Aras,

Türker-Biber

2024

Educ Inf Technol

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Pre-service teachers’ perceptions of the role of ICT in attending to students with functional diversity

Cited by 4 publications

References 41 publications

Mapping research on evidence-based practice in education: a mixed analysis

Mapping research on evidence-based practice in education: a mixed analysis

ICT Training Perception of Professionals in Functional Diversity in Granada

Enhancing technological pedagogical content knowledge of prospective teachers through mathematics lesson plan development

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