Literaturnachweis - Detailanzeige
| Autor/inn/en | Edeh, Nkechinyere Charity; Amedu, Amos Nnaemeka; Eseadi, Chiedu |
|---|---|
| Titel | Assessing Gender Differences in Teachers' Digital Literacy Skills for Assisting Students with Functional Diversity |
| Quelle | 14 (2022) 5, S.7952-7958 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Eseadi, Chiedu) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1308-5581 |
| Schlagwörter | Gender Differences; Technological Literacy; Educational Technology; Electronic Learning; Student Diversity; Faculty Development; Special Education; Students with Disabilities; Teacher Competencies; Foreign Countries; Nigeria |
| Abstract | Education provides an opportunity for all students to learn skills and knowledge that will assist them to develop their full potentials. However, functional diversity presents significant challenges to some students which make them require additional assistance in order to learn especially in this digital era. The digital era has brought about changes in education which in turn require teachers' acquisition of the digital literacy in order to remain efficient in assisting students with functional diversity. This work assessed gender differences in teachers' digital literacy for assisting students with functional diversity. Questionnaire was used for data collection. The study adopted percentage, mean, standard deviation and t-test for data analysis. This study revealed that both male and female teachers possess some digital literacy skills for assisting students with functional diversity. It found that gender is not a significant factor that influences teachers' digital literacy skills for assisting students with functional diversity. The study recommends that there should be consistent training of the teachers who handle students with functional diversity at least twice in a year on emerging ICT services and facilities that enhance teaching and learning processes for effective instructional delivery of inclusive and special education. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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