Teachers' Digital Competence to Assist Students with Functional Diversity: Identification of Factors through Logistic Regression Methods

Autor/inn/en	Cabero-Almenara, Julio; Guillén-Gámez, Francisco D.; Ruiz-Palmero, Julio; Palacios-Rodríguez, Antonio
Titel	Teachers' Digital Competence to Assist Students with Functional Diversity: Identification of Factors through Logistic Regression Methods
Quelle	In: British Journal of Educational Technology, 53 (2022) 1, S.41-57 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cabero-Almenara, Julio) ORCID (Guillén-Gámez, Francisco D.) ORCID (Ruiz-Palmero, Julio) ORCID (Palacios-Rodríguez, Antonio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13151
Schlagwörter	Technological Literacy; Regression (Statistics); Students with Disabilities; Teacher Competencies; Foreign Countries; Educational Technology; Faculty Development; Spain + Suchen Sie Ihr Suchwort? Technisches Wissen; Regression; Regressionsanalyse; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrkunst; Ausland; Unterrichtsmedien; Spanien
Abstract	We are experiencing a serious health crisis due to COVID-19 that has a major impact on the field of education. The educational system therefore needs to be updated and innovated, with the addition of digital resources, to adapt the teaching and learning processes to students with disabilities. To meet the goal of high-quality education, teachers must have adequate digital competence to face the educational demands that are placed on them. Therefore, the purposes of this study are: to know the teachers' knowledge about digital resources to support students with disabilities (O1); at each educational stage (O2), identify the variables that have a significant impact on the acquisition of teacher competence (O3); propose a selection of useful ICT resources for each type of disability (O4). An ex post facto design was used with 1194 teachers from Andalusia (Spain). The results showed the medium-low level of the teaching staff, especially in the higher education stage. In addition, gender, motivation, attitude and having students with special needs are determining factors in the development of teacher knowledge. The results highlight the urgent need for teachers to be trained in digital resources. We hope that the range of resources proposed in this study will help teachers enhance their teaching practice. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01