ICT, Inclusion and Pedagogical Diferention: Exploratory Study (original) (raw)
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1_ICT in preschool-ISSN 2340-1095.pdf
ICERI2014 Proceedings, 2014
Little is known about what happens in a learning English classroom in preschool when we have incorporated the Information Technology and Communication (ICT). The case study presented here addresses this issue from the constructivist paradigm with a qualitative approach that seeks to answer the question How do the practices and discourse of children, educators, parents and managers converge in using ICT for learning English in kindergarten?, the novelty of the subject, its complexity and the increasing importance that is given to early childhood education and second language learning, justify the relevance of this research. From a Multi Theoretic position we analyze the phenomenon considering the proposals such as: the view of Cesar Coll on the incorporation of ICT in education, the interactionist approach of Mackey et al. adopted in language learning, the human development theory from the perspective of Papalia, the ecological development theory of Bronfenbrenner and the didactic transposition of Chevallard. For data collection several instruments and techniques were considered: Field Diary, Participant Observation, Interviews and Video Recordings. For data analysis and interpretation several methods were used, as well as software such as ATLAS.ti ®. The validation is done from the crystallization (Ellingson, 2009), a postmodern form of triangulation. The progress achieved so far lets us talk about how practices and discourse converge from the voices of the actors of the case, the effect of equipping a classroom with ICT interactions derived from it and the mediating role of the family. This paper addresses the case of a school in Colima, is centered on content taken from the improvement in the method, and the data obtained so far, justifying the techniques that were employed and the reasons for his choice, taking as a starting point the research questions and the data collection techniques used. The research has special impact in the field of Education and in consequence, the field of Social Sciences, which has historically been approached from different epistemological positions that fall under the term paradigm. Paradigms, conceived as the Lincoln & Guba (2013) are: global philosophical systems or the network containing the epistemological, ontological and methodological premises of research, how to design these assumptions leads to specific approaches to social phenomena and thus guide the investigation in accordance with the assumed position. In general, it is considered that there are three major paradigms: the positivist, critical theory and constructivism or interpretivism (p. 85). Similarly, contains sections that are considered necessary to contextualize or frame so presented, summarized and outlined occasions, the most significant points of the thesis document. The research project originally was named: Use of ICT in English learning in kindergarten: The case of a private school in Colima. In order to advance the project, in terms of their methodological position, first of all is briefly presented, the ontological, epistemological and methodological assumptions that characterize the three paradigms identified and thus the justification for the position taken in the addresses research "The case of a private school in Colima”.
ICTs and Special Education in Kindergarten
—Recent development in the role of special education in kindergarten children includes the use of Information and Communication Technologies (ICTs). ICT nowadays is recognized as a tool that can foster the knowledge and the experiences for this crucial age and the support of specific areas in kindergarten according to the educational perspective and the areas of needs they serve is thought significant. In this paper we present a brief overview of the most representative studies of the last decade (2003-2013) which concentrates on the most frequent difficulties that children face in kindergarten and are supported by ICTs. The effectiveness of ICT in gifted and bilingual children is also presented.
Application of information and communication technologies (ICT) in special needs education
2018
I would also like to thank you to Professor Georgia Papantoniou, for her great help with collecting all the questionnaires and helping with my work. Furthermore, I would like to thank all my professors, Mr Vassileios Koutras and Mrs Xanthi Vamvakoussi, for their endless patience and understanding throughout the master thesis. A special thank is dedicated to the SUNBEAM ERASMUS + program, and the selection committee, who have chosen me, for this scholarship. This program has changed my life and made things better for me. ACCORDING TO GREEK LAW N.5342/32, 202 PARAGRAPH 2: The Department of Early Childhood Education is not obliged to agree with the remarks and ideas of the author of this thesis. (Ν.5343/32, άρθρο 202, §2) Additionally, I declare that I have written the whole thesis by myself and no plagiarism appears in my MSc Thesis which I controlled with a program named "Grammarly".
Ict in the Education of Pupils with Special Educational Needs
2016
The paper presents information from the research, which is focused on the use of multimedia technology in education for children with autistic spectrum disorder (ASD). Partial research survey was carried out in special schools in Ostrava, in the framework of the research project dealing with education of students with autism in the special schools in the educational institutions of Moravian-Silesian region. The paper presents the use of digital technologies (PC), including information and communication technologies, for pupils with special educational needs (SEN) in special schools.
European Journal of Special Education Research-ISSN 2501-2428
2021
This research explores the use of touchscreen devices with children with special educational needs and disabilities (SEND) regarding their engagement with schoolwork. The participant children’s attention, interaction and success with tablet computers and traditional materials were evaluated to fulfil the research aims. The study was conducted in a special needs education institution in Turkey. Video recording and observation were used to collect data. Seven students with different special needs participated in this study. Four sessions were held with each child; two sessions were held with traditional materials, and the other two sessions were held with the touchscreen device. Paired Sample T-Test was used to assess children’s attention and interaction time within two different conditions. Wilcoxon Test was used to analyse the success of children. The results show that the participants’ attention time was longer with the touchscreen device. Children’s interaction time and their succ...
Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, 2012
Nowadays it is very difficult to avoid the information-communication technology. It is present everywhere: in the business world, civil services, education, at home. The ability to search, choose and use relevant data and information among endless choices, offered by the modern technology, is also seen as a key competence. This article presents the influence which the ICT has on the development of four-year-old children's competences. The present issue is a part of an extensive study which also deals with children's access to the ICT and its usage at home. The data was gathered with the help of 130 parents, who filled out a questionnaire and provided us with their opinions about their children's usage of the ICT at home. We discovered that the ICT influences the development of certain competences to some extent. We also tried to see if there are any differences based on the child's gender and parents' level of education.
—Recent development in the role of kindergarten in children's progress includes the use of Information and Communication Technologies (ICTs). ICT nowadays is recognized as a tool that can foster the knowledge and the experiences for this crucial age and the support of specific areas in kindergarten according to the educational perspective is thought significant. In this paper we present a brief overview of the most representative studies of the last decade (2003-2013) which concentrates on the skills that are examined in kindergarten (early literacy ,early mathematics , cognitive, social-emotional, motor, creativity) and are supported by ICTs. The effectiveness of ICT in special education and gifted children in the regular kindergarten is examined. The attitudes of kindergarten teachers towards ICTs are presented.
2010
The increasing use of technology in all aspects of society makes confident, creative and productive use of ICT an essential skill for life. ICT is the software and technology which helps people with disabilities and special needs to overcome the additional challenges they face in communication and learning (National Curriculum, QCA, 2009). For the teaching profession, ICT is not only an essential tool for teachers in their daily work, but it also offers them opportunities for their own professional development (Kirschner & Selinger, 2003). The effective integration of ICTs into the educational system is a complex, multifaceted process that involves not just technology, but also curriculum and pedagogy, institutional readiness, teacher competencies, and long-term financing, among others (Tinio, n.d.). In this paper I tried to research the use of ICT in an English primary special school. I also presented teachers’ perspectives on the role of ICT in their teaching and the problems they have using technology in classroom. In this process I reviewed existing literature covering the use of ICT to support children with SEN/Disabilities, especially children with communication difficulties, and teachers’ competence about software and hardware that is being used for this purpose. I also interviewed eight teachers and teaching assistants working in an English primary special school and analysed their responses using grounded theory. Some of the teachers and assistants interviewed have demonstrated some of the problems they have when using ICT in the classroom. The lack of training of how to integrate ICT successfully in their teaching was the most striking problem.
Can ICT give children with disabilities equal opportunities in school?
Improving Schools, 2010
Opportunities for children with disabilities to participate in school on equal conditions as others are often stressed, while reality shows that many children with disabilities are still segregated. Information and Communication Technology (ICT) has been highlighted as a tool for communication and inclusion for children with disabilities but from research it appears that implementation of technology in children's everyday life (e.g. in school) is difficult. The positive expectations of ICT are thus not met. This article is based on a study aimed at ascertaining whether ICT can promote inclusion of children with motor disabilities and contribute to equal opportunities in school. Focus was on parents' views. The study was based on a questionnaire with 16 parents and interviews with the children. In this article the results of the parental questionnaire and one of the interviews with a 15-year-old pupil, Adam, is reported. Two schools where ICT and computers were used as pedagogical tools to promote inclusion were involved. Both schools had and still have the intention to be considered a school for all children. One conclusion is that there is a need for both technical and social support in school if ICT should function as a bridge for inclusion of all pupils.