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1.
Educ Inf Technol (Dordr) ; : 1-19, 2022 May 27.
Article in English | MEDLINE | ID: mdl-35668900

ABSTRACT

Technologies provide a differential value to the training process, allowing for the generation of new environments, methodologies and resources that make it possible to attend to students in a more appropriate way. This potential is especially relevant in matters of inclusion, where technology is sometimes an indispensable element for learning. In this paper we explore the main advantages of the use of technology for the attention to diversity, taking into consideration the level of digital competence of future teachers and their perceptions regarding its use for the implementation of inclusive strategies. The results suggest that participants have an intermediate level of digital competence, with differences according to gender, age and degree. It is also remarkable that they perceive inclusion as one of the main challenges of the education system and that technology can contribute to making teaching practice more inclusive, allowing it to be adapted to specific needs and highlighting the importance of teacher training in both digital competence and inclusion as an educational principle.

2.
Rev. bras. educ. espec ; 26(2): 229-246, abr.-jun. 2020.
Article in Spanish | LILACS-Express | LILACS | ID: biblio-1137390

ABSTRACT

RESUMEN: Este trabajo implica una revisión del trabajo de investigación sobre el aprendizaje mediado por tecnología en estudiantes de alta capacidad. El estudio fue realizado por medio de un análisis bibliométrico de la producción científica en la renombrada base de datos Scopus. Fueron evaluados, sin filtro temporal, 35 artículos publicados entre 1993 y 2018, de los cuales se analizó una selección de indicadores de productividad científica, colaboración, consumo e impacto, así como variables estructurales y de contenido. Aunque el número de artículos no sea muy alto, los resultados mostraron un aumento en las publicaciones científicas recientes centradas en procesos de aprendizaje mediados por estudiantes de alta capacidad y una concentración de publicaciones en revistas de ciencias sociales y psicología, además de mostrar los patrones emergentes en estos artículos, publicaciones y temas de interés en este campo. Finalmente, se sugiere una revisión de las prácticas de diseminación de resultados y un enfoque de cuestiones relacionadas con los efectos de la tecnología en el aprendizaje, en relación con el sexo, la edad, el papel de las familias y la formación inicial y continua.


ABSTRACT: This paper is a review of a research regarding technology-mediated learning for gifted students. The study was carried out through a bibliometric analysis of the scientific production in the well-known Scopus database. Thirty-five articles published between 1993 and 2018 were evaluated without a time filter, from which a selection of indicators of scientific productivity, collaboration, consumption and impact, as well as structural and content variables were analyzed. Although the number of articles is not very high, the results showed an increase in recent scientific publications focused on learning processes mediated by high-capacity students and a concentration of publications in Social Science and Psychology journals, in addition to showing, in these articles, the emerging patterns of authorship, publication and topics of interest in this field. Finally, it is suggested to review the practices for disseminating findings and addressing issues related to the effects of technology on learning in terms of gender, age, family role, and initial and continuing education.

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