Knowledge and degree of training of primary education teachers in relation to ICT taught to students with disabilities

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 id...

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Bibliographic Details
Published inBritish journal of educational technology Vol. 50; no. 4; pp. 1961 - 1978
Main Authors Fernández‐Batanero, José María, Cabero, Julio, López, Eloy
Format Journal Article
LanguageEnglish
Published Coventry Wiley-Blackwell 01.07.2019
Blackwell Publishing Ltd
Subjects
Age
Educational Innovation
Educational technology
Elementary School Students
Elementary School Teachers
Ex post facto design
Foreign Countries
Inclusion
Information Technology
Knowledge Base for Teaching
Primary Education
Sex
Students with Disabilities
Teacher Education
Teacher Qualifications
Teaching
Teaching Experience
Technological Literacy
Technology Integration
Training
Spain
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Summary: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.
ISSN:0007-1013
1467-8535
DOI:10.1111/bjet.12675