Visions of the use of ICT for inclusive education: the case of Greece
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Texto livre |
Texto Completo: | https://periodicos.ufmg.br/index.php/textolivre/article/view/25117 |
Resumo: | Inclusive education today unilaterally goes through overlapping its practice with Information and Communication Technologies. However, for this to occur, teachers' perceptions of technologies will herald their use in educational dynamics. The main objective of this research is to get the opinion that the teachers of Secondary Education of the locality Athens and Thessalonica (Greece) have about the use of ICT in inclusive educational environments. Through an ex post facto design and through a descriptive, inferential and correlational study, a questionnaire created ad hoc has been administered to a sample of 377 secondary school teachers from Greece, selected through incidental sampling. The main result achieved indicates the non-existence of differences in their visions based on age or gender, and that they consider that their students are better digitally trained than they are. It can be concluded that, as in other contexts, Hellenic teachers demand key training for the use of ICT in the inclusive environments in which they work. |
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Visions of the use of ICT for inclusive education: the case of GreeceVisiones del uso de las TIC para la educación inclusiva desde la perspectiva docente: el caso de GreciaVisões do uso de TIC para a educação inclusiva: o caso da GréciaTICAprendizagemEducação inclusivaFormação de professoresTICAprendizajeEducación inclusivaFormación del profesoradoICTTrainingInclusive educationTeacher trainingInclusive education today unilaterally goes through overlapping its practice with Information and Communication Technologies. However, for this to occur, teachers' perceptions of technologies will herald their use in educational dynamics. The main objective of this research is to get the opinion that the teachers of Secondary Education of the locality Athens and Thessalonica (Greece) have about the use of ICT in inclusive educational environments. Through an ex post facto design and through a descriptive, inferential and correlational study, a questionnaire created ad hoc has been administered to a sample of 377 secondary school teachers from Greece, selected through incidental sampling. The main result achieved indicates the non-existence of differences in their visions based on age or gender, and that they consider that their students are better digitally trained than they are. It can be concluded that, as in other contexts, Hellenic teachers demand key training for the use of ICT in the inclusive environments in which they work.La educción inclusiva hoy pasa unilateralmente por imbricar su práctica con las Tecnologías de la Información y la Comunicación. Sin embargo, para que esto se pueda producir las percepciones que los docentes tienen de las tecnologías van a marcar su empleo en la dinámica educativa. El objetivo principal de esta investigación es recopilar la opinión que tienen los profesores de Educación Secundaria de la localidad Atenas y Tesalónica (Grecia) sobre el empleo de las TIC en ambientes educativos inclusivos. A través de un diseño ex post facto y mediante un estudio descriptivo, inferencial y correlacional, se ha administrado un cuestionario creado ad hoc a una muestra de 377 docentes de Enseñanza Secundaria de Grecia, seleccionados a través de un muestreo de tipo incidental. El principal resultado alcanzado indica la no existencia de diferencias en sus visiones en función de la edad o del género, y que consideran que sus estudiantes están mejor formados digitalmente que ellos. Se puede concluir que, al igual que sucede en otros contextos los docentes helénicos demandan una formación clave para la utilización de las TIC en los entornos inclusivos en los que trabajan.A educação inclusiva hoje passa de forma unilateral pela sobreposição de sua prática com as Tecnologias de Informação e Comunicação. No entanto, para que isso ocorra, as percepções que os professores têm das tecnologias vão marcar a sua utilização na dinâmica educacional. O objetivo principal desta pesquisa é compilar a opinião de professores do ensino médio de Atenas e Salonica (Grécia) sobre o uso das TIC em ambientes educacionais inclusivos. Por meio de um desenho ex post facto e por meio de um estudo descritivo, inferencial e correlacional, um questionário elaborado ad hoc foi aplicado a uma amostra de 377 professores do ensino médio da Grécia, selecionados por amostragem incidental. O principal resultado alcançado indica que não há diferenças nas suas visões com base na idade ou no sexo, e que consideram que os seus alunos têm melhor formação digital do que eles. Pode-se concluir que, como em outros contextos, os professores helênicos exigem uma formação fundamental para o uso das TIC nos ambientes inclusivos em que trabalham.Universidade Federal de Minas Gerais2020-07-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufmg.br/index.php/textolivre/article/view/2511710.35699/1983-3652.2020.25117Texto Livre; Vol. 13 No. 3 (2020): Thematic dossier: Learning technologies; 181-199Texto Livre; Vol. 13 Núm. 3 (2020): Dossier temático: Tecnologías del aprendizaje; 181-199Texto Livre; Vol. 13 No 3 (2020): Dossier thématique: technologies d'apprentissage; 181-199Texto Livre; v. 13 n. 3 (2020): Dossiê temático: Tecnologias da aprendizagem; 181-1991983-3652reponame:Texto livreinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGspahttps://periodicos.ufmg.br/index.php/textolivre/article/view/25117/19695https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMarín Díaz, Verónica Vagena, Evangelia García, Sebastían Rubio 2021-01-22T13:54:54Zoai:periodicos.ufmg.br:article/25117Revistahttp://www.periodicos.letras.ufmg.br/index.php/textolivrePUBhttps://periodicos.ufmg.br/index.php/textolivre/oairevistatextolivre@letras.ufmg.br1983-36521983-3652opendoar:2021-01-22T13:54:54Texto livre - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.none.fl_str_mv |
Visions of the use of ICT for inclusive education: the case of Greece Visiones del uso de las TIC para la educación inclusiva desde la perspectiva docente: el caso de Grecia Visões do uso de TIC para a educação inclusiva: o caso da Grécia |
title |
Visions of the use of ICT for inclusive education: the case of Greece |
spellingShingle |
Visions of the use of ICT for inclusive education: the case of Greece Marín Díaz, Verónica TIC Aprendizagem Educação inclusiva Formação de professores TIC Aprendizaje Educación inclusiva Formación del profesorado ICT Training Inclusive education Teacher training |
title_short |
Visions of the use of ICT for inclusive education: the case of Greece |
title_full |
Visions of the use of ICT for inclusive education: the case of Greece |
title_fullStr |
Visions of the use of ICT for inclusive education: the case of Greece |
title_full_unstemmed |
Visions of the use of ICT for inclusive education: the case of Greece |
title_sort |
Visions of the use of ICT for inclusive education: the case of Greece |
author |
Marín Díaz, Verónica |
author_facet |
Marín Díaz, Verónica Vagena, Evangelia García, Sebastían Rubio |
author_role |
author |
author2 |
Vagena, Evangelia García, Sebastían Rubio |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Marín Díaz, Verónica Vagena, Evangelia García, Sebastían Rubio |
dc.subject.por.fl_str_mv |
TIC Aprendizagem Educação inclusiva Formação de professores TIC Aprendizaje Educación inclusiva Formación del profesorado ICT Training Inclusive education Teacher training |
topic |
TIC Aprendizagem Educação inclusiva Formação de professores TIC Aprendizaje Educación inclusiva Formación del profesorado ICT Training Inclusive education Teacher training |
description |
Inclusive education today unilaterally goes through overlapping its practice with Information and Communication Technologies. However, for this to occur, teachers' perceptions of technologies will herald their use in educational dynamics. The main objective of this research is to get the opinion that the teachers of Secondary Education of the locality Athens and Thessalonica (Greece) have about the use of ICT in inclusive educational environments. Through an ex post facto design and through a descriptive, inferential and correlational study, a questionnaire created ad hoc has been administered to a sample of 377 secondary school teachers from Greece, selected through incidental sampling. The main result achieved indicates the non-existence of differences in their visions based on age or gender, and that they consider that their students are better digitally trained than they are. It can be concluded that, as in other contexts, Hellenic teachers demand key training for the use of ICT in the inclusive environments in which they work. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-07-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufmg.br/index.php/textolivre/article/view/25117 10.35699/1983-3652.2020.25117 |
url |
https://periodicos.ufmg.br/index.php/textolivre/article/view/25117 |
identifier_str_mv |
10.35699/1983-3652.2020.25117 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://periodicos.ufmg.br/index.php/textolivre/article/view/25117/19695 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
dc.source.none.fl_str_mv |
Texto Livre; Vol. 13 No. 3 (2020): Thematic dossier: Learning technologies; 181-199 Texto Livre; Vol. 13 Núm. 3 (2020): Dossier temático: Tecnologías del aprendizaje; 181-199 Texto Livre; Vol. 13 No 3 (2020): Dossier thématique: technologies d'apprentissage; 181-199 Texto Livre; v. 13 n. 3 (2020): Dossiê temático: Tecnologias da aprendizagem; 181-199 1983-3652 reponame:Texto livre instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
instname_str |
Universidade Federal de Minas Gerais (UFMG) |
instacron_str |
UFMG |
institution |
UFMG |
reponame_str |
Texto livre |
collection |
Texto livre |
repository.name.fl_str_mv |
Texto livre - Universidade Federal de Minas Gerais (UFMG) |
repository.mail.fl_str_mv |
revistatextolivre@letras.ufmg.br |
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1799711143019675648 |