Enhancing Understanding, Flow and Self-Efficacy in Learners with Developmental and Attention Difficulties through ICT-Based Interventions

Autor/inn/en	Andersen, Hanne Voldborg; Sorensen, Elsebeth Korsgaard
Titel	Enhancing Understanding, Flow and Self-Efficacy in Learners with Developmental and Attention Difficulties through ICT-Based Interventions
Quelle	In: European Journal of Open, Distance and E-Learning, 20 (2017) 1, S.153-174 (22 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1027-5207
Schlagwörter	Self Efficacy; Developmental Disabilities; Special Education; Attention Deficit Disorders; Intervention; Mainstreaming; Individualized Instruction; Inclusion; Foreign Countries; Computer Uses in Education; Denmark + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Entwicklungsstörung; Special needs education; Sonderpädagogik; Sonderschulwesen; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Individualisierender Unterricht; Inklusion; Ausland; Computernutzung; Dänemark
Abstract	The purpose of this paper is to investigate in which ways technologies may be used to increase inclusion and a feeling of flow and self-efficacy in learning processes when it comes to learners with developmental and attention deficits (focus learners) in a mainstream classroom. The paper is one piece of outcome of a wider study on ICT facilitated inclusion, and this current piece of research addresses the challenges of enhancing focus learners' comprehension when working with the curriculum. Several technologies have been tried out in a real school context and seven types of interventions are identified as valuable for focus learners' capability in learning processes. The paper discusses the findings and concludes that conscious use of technology-based interventions makes it possible to provide learning challenges balanced to the learners' individual skills. But a broader understanding and acceptance by all stakeholders of the specific challenges of this group of learners in mainstream educational systems seems needed to fulfil the potential. (As Provided).
Anmerkungen	European Distance and E-Learning Network. Available from: EDEN Secretariat, c/o Budapest University of Technology and Economics, Egry Jozsef u 1, H-1111, Hungary. Tel: +36-1-463-1628; Fax: +36-1-463-1858; e-mail: secretariat@eurodl.org; Web site: http://www.eurodl.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01