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Knowledge and degree of training of primary education teachers in relation to ICT taught to students with disabilities
Author(s) -
FernándezBatanero José María,
Cabero Julio,
López Eloy
Publication year - 2019
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12675
Subject(s) - information and communications technology , context (archaeology) , psychology , diversity (politics) , mathematics education , sample (material) , pedagogy , inclusion (mineral) , descriptive statistics , data collection , medical education , sociology , computer science , medicine , mathematics , paleontology , social psychology , social science , chemistry , chromatography , world wide web , anthropology , biology , statistics
The integration of Information and Communication Technologies (ICT) into the inclusive classroom requires competent teaching staff from both the technological and pedagogical points of view. Within this context, and with the aim of looking at one of these theoretical premises, this study aimed to identify the degree of training and technological knowledge of primary school teachers in Spain with respect to the use of ICT with individuals with disabilities (functional diversity). A descriptive ex post‐facto research method was used, where the sample comprised 777 teachers. An ad‐hoc questionnaire was used as the data‐collection instrument. The results revealed the low skill levels of the teachers with respect to the use of ICT with students with disabilities, where the level of training of the teaching staff was determined by personal (gender, age), professional (teaching experience) or educational (qualifications) variables. The findings of this study point to the need for teacher training that instructs teachers on the use of ICT in order to favour the learning and educational innovation of students with disabilities.