Teachers’ perceptions of the role of technologies for inclusion. Results from a special needs teacher training course

L. Fedeli
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Abstract

The study focuses on the Information and Communication Technology course run within the “Special Needs Teacher Training Specialization  Course” developed by the University of Macerata (Italy) in the academic year 2018-2019. Specifically, the case, framed in a qualitative approach, aims at analysing how special needs trainee teachers (henceforth referred to as trainee teachers) approach the  use of technology with inclusive perspectives and what factors can  influence their decision making process in using technology. The  case highlights what connections can be drawn between the design and  development of the Information and Communication Technology course  and the trainee teachers' perceptions in direction of the UDL principles.
教师对技术促进包容作用的看法。结果来自特殊需要教师培训课程
该研究的重点是意大利马切拉塔大学在2018-2019学年开发的“特殊需要教师培训专业课程”中的信息和通信技术课程。具体而言,本案例采用定性方法,旨在分析有特殊需要的见习教师(以下简称见习教师)如何以包容的视角看待技术的使用,以及哪些因素会影响他们在使用技术方面的决策过程。该案例突出了信息和通信技术课程的设计和开发与实习教师对UDL原则方向的看法之间的联系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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