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

TitleINFORMATION AND COMMUNICATION TECHNOLOGIES AND INCLUSIVE TEACHING: PERCEPTIONS AND ATTITUDES OF FUTURE EARLY CHILDHOOD AND PRIMARY EDUCATION TEACHERS
Publication TypeJournal Article
Year of Publication2018
Authorsdel Palomino, CPMª
JournalProblems of Education in the 21st Century
Volume76
Issue3
Start Page380-392
PaginationContinuous
Date PublishedJune/2018
Type of ArticleOriginal article
ISSN1822-7864
Other NumbersE-ISSN 2538-7111
Keywordsearly childhood education, educational inclusion, future teachers, information and communication technologies, primary education
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.

URLhttp://oaji.net/articles/2017/457-1529089863.pdf
Refereed DesignationRefereed
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