Visions of the use of ICT for inclusive education: the case of Greece

Detalhes bibliográficos
Autor(a) principal: Marín Díaz, Verónica
Data de Publicação: 2020
Outros Autores: Vagena, Evangelia, García, Sebastían Rubio
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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spelling 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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