Fostering Motivation: Exploring the Impact of ICTs on the Learning of Students with Autism.

Currently, the use of digital tools has led to significant changes in the educational system, favouring equity and the inclusion of students with educational needs. In this context, students with autism spectrum disorder (ASD) benefit from using these electronic devices to improve their learning experience. This study focuses on conducting a bibliometric analysis of the impact of information and communication technologies on the learning of students with ASD, with the aim of addressing two research questions. Through the analysis of three databases (Scopus, Dialnet, and Web of Science), a total of 24 articles related to the subject were collected. The results show that the use of different technological devices has numerous benefits for these students. Among the most prominent are the use of augmented reality and educational robotics, mainly providing improvements in academic performance, motivation and improved retention of knowledge acquired in the classroom. In conclusion, the clear need to train teachers in digital competencies and to intensify efforts in this line of research in order to improve the education of students, as well as to enrich the knowledge available to the scientific community, is highlighted.

Impact of University Teachers' Technological Training on Educational Inclusion and Quality of Life of Students with Disabilities: A Systematic Review.

Higher education institutions moving towards the inclusive education model have to offer quality education for all students. In this sense, the use of technologies favours not only the education of people with disabilities, but also their quality of life. However, these people may encounter real problems of access to technologies due, among other factors, to the lack of teacher training, causing a public health problem. In this line, our study includes a systematic review of the literature that aims to know the impact of the technological training of university teachers in relation to educational inclusion and the improvement of the quality of life of students with disabilities. To this end, a search of the literature published in the last decade was carried out in six databases (Dialnet, Google Scholar, Scopus, Web of Science, ERIC, and SciELO), selecting 14 articles out of 1204 initial ones. The studies were analysed following the PRISMA methodology. The main findings are the scarcity of research literature on the digital competence of university teachers and its impact on the educational inclusion and quality of life of students with disabilities. Likewise, there is a clear lack of knowledge about the use of digital tools and a lack of knowledge about the different disabilities that teachers may encounter in higher education classrooms.

Access and Participation of Students with Disabilities: The Challenge for Higher Education.

Access to university is a right for all people; however, access to higher education for people with disabilities is still a challenge. The present study, based on a systematic review of the literature, aims to report on the challenges faced by students with disabilities in accessing and participating in higher education. The systematic review of four databases resulted in 20 studies published between 2011 and 2021. The results indicate that students with disabilities face numerous challenges in accessing university education. Based on the results, strategies are proposed in order to provide equal opportunities and success in higher education for students with disabilities.

Online education in higher education: emerging solutions in crisis times.

The COVID-19 pandemic caused changes in higher education institutions, mainly due to the temporary closure of face-to-face activities in universities worldwide. The transformation from face-to-face to online education was one of the emerging solutions to this crisis. This research aims to analyse and describe the adaptation process from face-to-face to online education and the perceptions of faculty and students during the pandemic in a literature review study. We developed this study following the methodology supported by the PRISMA statement and the PICoS strategy, retrieving scientific literature from Web of Science, Scopus, ERIC and PsycINFO. Of the 241 studies that the search yielded, 29 have been included. The results showed that online education was an enabling alternative for the development of higher education, but numerous weaknesses in the transition to online education were identified. The study concludes that online learning is a future direction in higher education. Therefore, institutions should invest more in online education platforms and improve faculty training plans.

Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review.

Educational technology has become an increasingly important element for improving the teaching and learning process of students. To achieve these goals, it is essential that teachers have the skills they need to be able to introduce technology into their teaching practice. However, this is often overwhelming and stressful for many of them. The aim of this review was to find out how research on teacher stress and anxiety associated with the use of educational technology was proceeding. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through the following bibliographic databases: PubMed, Web of Science, and Scopus. Sixteen articles were found from the review. The main findings show that teachers present high levels of anxiety or stress due to their use of educational technology in the classroom. Among the conclusions, the need for research on different strategies to prevent the emergence of these anxiety and stress symptoms in teachers stands out.

Formación del Profesorado y TIC para el Alumnado Com Discapacidad: Una Revisión Sistemática / Teacher Training and ICT For Students with Disabilities: a Systematic Review

RESUMEN: La formación del profesorado es necesaria y esencial para desarrollar una educación de calidad en igualdad y equidad. En este contexto, las Tecnologías de la Información y la Comunicación (TIC) abren una nueva forma de acceder a la información y un gran puente de comunicación, ya que para algunas personas las tecnologías constituyen la única vía de acceso al mundo educativo y de la cultura. El propósito de este estudio es realizar una revisión sistemática entorno a la producción, en forma de artículos científicos, durante la última década en relación con la formación del profesorado en TIC como apoyo al alumnado con discapacidad. Se realizó una búsqueda en las bases de datos Web of Science y Scopus siguiendo las directrices de la declaración PRISMA y la estrategia PICoS. De un total de 143 artículos fueron seleccionados 22. Los principales resultados muestran un incremento creciente en el número de publicaciones, sin embargo, su impacto sigue siendo escaso. Entre las conclusiones se destaca que la escasa existencia de literatura científica es uno de los principales problemas que pueden dificultar la formación del profesorado.

ABSTRACT: Teacher training is necessary and essential to develop a quality education in equality and equity. In this context, Information and Communication Technologies (ICT) open a new way of accessing information and a great communication bridge, since for some people technologies are the only way to access the world of education and culture. The purpose of this study is to carry out a systematic review on the production, in the form of scientific articles, during the last decade in relation to the training of teachers in ICT to support students with disabilities. A search of the Web of Science and Scopus databases was performed following the guidelines of the PRISMA statement and the PICoS strategy. From a total of 143 articles, 22 were selected. The main results show an increase in the number of publications; however, their impact is still low. Among the conclusions, we highlight that the scarce existence of scientific literature is one of the main problems that can hinder teacher training.