Digital Competence of Special Education Teachers: Impact, Challenges and Opportunities

Autor/inn/en	Montenegro-Rueda, Marta; Fernández-Batanero, José María
Titel	Digital Competence of Special Education Teachers: Impact, Challenges and Opportunities
Quelle	In: Australasian Journal of Special and Inclusive Education, 46 (2022) 2, S.178-192 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Montenegro-Rueda, Marta) ORCID (Fernández-Batanero, José María)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2515-0731
Schlagwörter	Digital Literacy; Special Education Teachers; Teacher Education; Teacher Competencies; Special Needs Students + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Lehrkunst; Sonderpädagogischer Förderbedarf
Abstract	The digital training of teachers in general, and especially special education teachers, has become a key axis for transforming the education system in favour of quality education, equality and equity. This study provides a systematic review of the literature in four databases (Scopus, ERIC, Dialnet and Web of Science) on the level of digital competence of special education teachers during the period 2010-2021. A total of 25 studies were analysed. The results were organised according to the description of the studies (year of publication, country of production, methodological approach) and the conceptual analysis of the network, which allowed us to assess the impact, challenges and opportunities of the digital competence of special education teachers. The main results of the review show digital competence as a pending subject for special education teachers. In this sense, this review includes suggestions that can be carried out when developing training actions to improve the level of digital competence of special education teachers. This training is crucial for the learning and academic success of students with special educational needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01