INFORMATION AND COMMUNICATION TECHNOLOGIES AND INCLUSIVE TEACHING: PERCEPTIONS AND ATTITUDES OF FUTURE EARLY CHILDHOOD AND PRIMARY EDUCATION TEACHERS

Journal Title: Problems of Education in the 21st Century - Year 2018, Vol 76, Issue 3

Abstract

This research analysed future teachers’ perceptions and attitudes towards the use of Information and Communication Technologies (ICTs) in the development of inclusive educational practices. Adopting a quantitative research approach, data were collected through an ad hoc questionnaire administered to fourth-year early childhood education and primary education degree students from the Catholic University of Murcia (UCAM), southeast Spain (n=231). Results revealed favourable perceptions towards ICT use in the classroom, with students viewing these resources as contributing to their professional development and improving digital competence. Furthermore, they report how ICTs present didactic opportunities for the development of the teaching-learning process when working with learners with specific educational support needs. Lastly, the research highlights statistically significant differences in future teachers’ perceptions towards the implications of ICT for teaching when developing inclusive educational processes as well as in their attitudes towards professional development and the training needs required for supporting learners with special educational needs. These differences are appreciated between early childhood education degree students and their primary education peers, the latter reporting more favourable assessments.

Authors and Affiliations

Mª del Carmen Pegalajar Palomino

Keywords

Related Articles

COLLECTIVE ACTION AND COLLECTIVE SCHEME IN THE MOBILIZATION OF LEARNING CHEMISTRY ACCORDING TO VERGNAUD’S THEORY OF CONCEPTUAL FIELDS

This research’s aim was to analyze the mobilization in learning chemistry promoted by the collective action of three entrant students in higher education courses, in a college located in Santo André. For such, cognitive...

IN AND AGAINST RADICAL MONOPOLY: CRITICAL EDUCATION AND INFORMATION AND COMMUNICATION TECHNOLOGIES

In the recent study “Ivan Illich Gone Digital: Convivial Information and Communication Technologies for Critical e-Learning” Jandric and Boras (2011) conducted counterfoil research of e-learning technologies. Results of...

INTEGRATING VISUALIZATIONS IN SCIENCE TEACHING: TEACHERS’ DIFFICULTIES AND PEDAGOGICAL APPROACHES

This study is a qualitative research where it tries to finding out and analyze the teacher’s pedagogical approaches and difficulties to introduce visualizations in science classroom. The use of visualizations in classro...

CHALLENGES FACED IN IMPLEMENTING FREE PRIMARY EDUCATION FOR PASTORALISTS IN KENYA

Governments in Sub-Saharan Africa allocate between 5% and 25% of public expenditure budgets to education ministries, because education is seen, correctly, as a major contributor to human welfare, social and economic deve...

PARTNERSHIPS: A SYSTEMIC STUDY OF TWO PROFESSIONAL DEVELOPMENTS WITH UNIVERSITY FACULTY AND K-12 TEACHERS OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS

While it can take different forms, science, technology, engineering, and mathematics (STEM) K-12 teacher professional development (PD) is important around the world. Though all stakeholders play critical roles in PDs, th...

Download PDF file
  • EP ID EP432989
  • DOI -
  • Views 114
  • Downloads 0

How To Cite

Mª del Carmen Pegalajar Palomino (2018). INFORMATION AND COMMUNICATION TECHNOLOGIES AND INCLUSIVE TEACHING: PERCEPTIONS AND ATTITUDES OF FUTURE EARLY CHILDHOOD AND PRIMARY EDUCATION TEACHERS. Problems of Education in the 21st Century, 76(3), 380-392. https://europub.co.uk/articles/-A-432989