Young people with health conditions and the inclusive education problematic

Yates, Lyn

doi:10.1080/13603116.2012.700737

Cited by 10 publications

(7 citation statements)

References 23 publications

(23 reference statements)

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“…We can conclude that digital learning environments provide various possibilities for intervention, but the evaluation work has only just begun. learning, and overall well-being (Hopkins, et al, 2014;Jackson, 2012;Martinez & Ercikan, 2009;Yates, 2012). Educational opportunities, such as taking part in the school's activities, can serve as an anchor of connection between hospitalized children and the world beyond the hospital and as a small continuation of their everyday life.…”

Section: Resultsmentioning

confidence: 99%

New Ways to Teach and Learn in China and Finland

Niemi¹,

Jia

2016

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In 2014, the Ministry of Education of the People's Republic of China and the Ministry of Education and Culture of Finland signed the Learning Garden agreement with the intention to establish synergies among various projects and agents involved in Sino-Finnish education cooperation. The University of Helsinki has promoted cooperation with Chinese universities as one of its strategic aims. In late 2014, the mutual understanding between the University of Helsinki and Peking University was updated and signed, and in November 2015 the University of Helsinki and Beijing Normal University decided to establish the joint Sino-Finnish Learning Innovation Institute for cooperation in educational issues in both countries. The editors and authors of this book want to thank the ministries of both countries for the important initiative and for their systematic cooperation. This book is a product of a research collaboration between Chinese and Finnish researchers, especially in the area of educational technology. During the last two years, researchers have held several joint symposiums and conferences in both Peking and Helsinki. It has been amazing how much we have learned from one another despite the vastly different scales of our two countries. All authors are very grateful to their own universities for providing an opportunity for inspiring international collaboration. The Finnish researchers also want to thank the Finnish funding agencies, the National Agency for Technology and Innovations (Tekes) and the Academy of Finland, which have supported the development of educational technology in Finnish educational settings in recent years. The Tekes project Finnable 2020 at the University of Helsinki has been especially important to this book.

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Section: Resultsmentioning

confidence: 99%

New Ways to Teach and Learn in China and Finland

Niemi¹,

Jia

2016

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“…For adolescents, when social engagement is critical for their well-being and confidence (Hopkins et al, 2014), this can contribute to significant unhappiness (Palmer et al, 2007). Maintaining connections and addressing educational needs not only improves quality of life and minimizes educational disadvantage, it also gives students a sense of normalcy and increased hope, reducing risk and the impact of isolation (Liu, Inkpen, & Pratt, 2015; Wilkie, 2011; Yates, 2012).…”

Section: Review Of Literaturementioning

confidence: 99%

Hospitalized Adolescents’ Use of Mobile Technologies for Learning, Communication, and Well-Being

Maor

Mitchem

2018

Journal of Adolescent Research

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Hospitalized adolescents experience significant needs beyond medical treatment. They require emotional support for anxiety and stress, educational support for learning, and social support to reduce isolation. This qualitative study explored the use of mobile technologies to connect students to their schools, classmates, and families in an effort to reduce their isolation and disrupted schooling experiences. We conducted in-depth interviews with 18 hospitalized adolescents aged 12 to 18, 29 teachers, and four parents about the affordances of mobile technologies. We found that mobile technology use in a hospital school was critical to engage adolescents in learning and keep them up-to-date with schoolwork. Mobile technologies should be available and accessible in hospital for adolescent patients for the purpose of meeting their learning, communication, and well-being needs. In particular, mobile technology should be used as a therapeutic tool to overcome hospitalized adolescents’ social isolation and improve their well-being.

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“…Previous studies have found that video may improve social presence by providing an audio and visual connection, especially for remote students (Weiss, Whiteley, Treviranus, & Fels, ; Wilkie, ). Keeping in contact using technology helped them feel more confident about their reintegration into school and about their future (Hopkins, Moss, et al., ; Yates, ).…”

Section: Introductionmentioning

confidence: 99%

“…This occurs particularly when children are in their teens and social engagement is critical for their well-being and confidence (Hopkins, Moss, Green, & Strong, 2014). Maintaining connections provides opportunities to reduce the risk and the impact of isolation and may keep the child motivated while also supporting the educational needs of the child (Yates, 2012). Previous studies have found that video may improve social presence by providing an audio and visual connection, especially for remote students (Weiss, Whiteley, Treviranus, & Fels, 2001;Wilkie, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…With increased, readily available technologies providing access, communication and interaction and with a variety of tools and software applications, the use of technology may offer opportunities for learning for children in hospitals who otherwise will not be able to connect to their original schools. Although the advantages of using technologies is becoming more evident, we were keen to find out whether there is a clear body of research that examined the use of technologies with youth in hospitals and, in particular, its use to address both social and educational aspects of learning by bridging the isolation and disconnectedness known to contribute to poor social and emotional well‐being (Jackson, ; Martinez & Ercikan, ; Yates, , Yates et al., ). Given the increased adoption of mobile and social technology, we set to examine the empirical research on children and adolescents in hospitals and the ways that technology has been used to help them communicate and foster learning.…”

Section: Introductionmentioning

confidence: 99%

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Can technologies make a difference for hospitalized youth: Findings from research

Maor

Mitchem

2015

Computer Assisted Learning

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Children and youth who are hospitalized for a short or long term become socially isolated from their family, school and classmates. As their isolation increases, so does their vulnerability as a result of disrupted schooling. Research studies suggest different ways of using technologies to overcome this isolation and support children during this critical time of their lives. With technology for children in hospitals becoming increasingly commonplace, evaluating how it is used and its impact on children's learning and well-being is necessary. In this paper, we systematically evaluated existing research on use of technologies for communication, support and educational purposes and its contribution to the well-being of hospitalized children. A rigorous selection process yielded 14 research articles meeting the following criteria: empirical studies, using technologies for network of support, targeting hospitalized children and adolescents and targeting learning or social and emotional well-being in the last decade. This review indicates that the use of technologies with children and youth in hospitals generally increased their potential for learning and improved connectivity with school. Our findings revealed that implementing digital pedagogies and creating online communities were helpful but underutilized features in the research.

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Young people with health conditions and the inclusive education problematic

Cited by 10 publications

References 23 publications

New Ways to Teach and Learn in China and Finland

New Ways to Teach and Learn in China and Finland

Hospitalized Adolescents’ Use of Mobile Technologies for Learning, Communication, and Well-Being

Can technologies make a difference for hospitalized youth: Findings from research

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