Knowledge and Degree of Training of Primary Education Teachers in Relation to ICT Taught to Students with Disabilities

Autor/inn/en	Fernández-Batanero, José María; Cabero, Julio; López, Eloy
Titel	Knowledge and Degree of Training of Primary Education Teachers in Relation to ICT Taught to Students with Disabilities
Quelle	In: British Journal of Educational Technology, 50 (2019) 4, S.1961-1978 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12675
Schlagwörter	Technology Integration; Information Technology; Students with Disabilities; Elementary School Teachers; Knowledge Base for Teaching; Elementary School Students; Inclusion; Teacher Education; Technological Literacy; Foreign Countries; Sex; Age; Teaching Experience; Teacher Qualifications; Educational Innovation; Spain + Suchen Sie Ihr Suchwort? Informationstechnologie; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching theory; Theory of teaching; Unterrichtstheorie; Inklusion; Lehrerausbildung; Lehrerbildung; Technisches Wissen; Ausland; Geschlecht; Geschlechtsverkehr; Alter; Lebensalter; Lehrqualifikation; Instructional innovation; Bildungsinnovation; Spanien
Abstract	The integration of Information and Communication Technologies (ICT) into the inclusive classroom requires competent teaching staff from both the technological and pedagogical points of view. Within this context, and with the aim of looking at one of these theoretical premises, this study aimed to identify the degree of training and technological knowledge of primary school teachers in Spain with respect to the use of ICT with individuals with disabilities (functional diversity). A descriptive ex post-facto research method was used, where the sample comprised 777 teachers. An ad-hoc questionnaire was used as the data-collection instrument. The results revealed the low skill levels of the teachers with respect to the use of ICT with students with disabilities, where the level of training of the teaching staff was determined by personal (gender, age), professional (teaching experience) or educational (qualifications) variables. The findings of this study point to the need for teacher training that instructs teachers on the use of ICT in order to favour the learning and educational innovation of students with disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01