Knowledge and degree of training of Primary Education teachers in relation to ICT taught to disabled students

The integration of Information and Communication Technologies (ICT) into the inclusive classroom requires competent teaching staff from both the technological and pedagogical points of view. Within this context, and with the aim of looking at one of these theoretical premises, this study aimed to identify the degree of training and technological knowledge of primary school teachers in Spain with respect to the use of ICT with individuals with disabilities (functional diversity). A descriptive ex post-facto research method was used, where the sample comprised 777 teachers. An ad-hoc questionnaire was used as the data-collection instrument. The results revealed the low skill levels of the teachers with respect to the use of ICT with students with disabilities, where the level of training of the teaching staff was determined by personal (gender, age), professional (teaching experience) or educational (qualifications) variables. The findings of this study point to the need for teacher training that instructs teachers on the use of ICT in order to favour the learning and educational innovation of students with disabilities

Digital Competence of university students with disabilities and factors that determine it. A descriptive, inferential and multivariate study

Taking into account that 15% of the world population suffers from some type of disability, few investigations have been concerned with knowing the level of digital competenceDigital Competence that students with functional diversity have. This research is based on an initial sample of 17,301 newly enrolled university students from the Andrés Bello University (Chile), of which 650 are selected for having some type of disability. Its main objective is to know the level of self-perception in the digital competenceDigital Competence of university students with disabilities and the variables that explain it. To do this, an evaluation instrument consisting of 6 dimensions (technological literacy, information search and processing, critical thinking, problem solving and decision making, communication and collaboration, digital citizenship, and communication and collaboration) is designed and applied. To calculate the validity of the instrument, the partial least squares (PLS) method is applied through structural equation modeling. Next, data is provided regarding the level of Digital CompetenceDigital Competence of the students and if there are differences between the types of disability. Finally, the data is subjected to a logistic regression to estimate the relationship between the dependent variable (digital competenceDigital Competence) and a set of independent variables (sociodemographic variables). The results reveal that the instrument used shows high levels of reliability, which guarantees its use in students with disabilities. Likewise, the average level of digital competenceDigital Competence is medium low. Finally, tThe factors that affect this variable are discussed and the necessary structuring of digital literacy plans is highlighted. Finally, this paper discusses new techniques for diagnosing students' digital skills

Digital Tools for Structure in a Mainstream Class

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Teachers' digital competence to assist students with functional diversity: Identification of factors through logistic regression methods

We are experiencing a serious health crisis due to COVID-19 that has a major impact on the field of education. The educational system therefore needs to be updated and innovated, with the addition of digital resources, to adapt the teaching and learning processes to students with disabilities. To meet the goal of high-quality education, teachers must have adequate digital competence to face the educational demands that are placed on them. Therefore, the purposes of this study are: to know the teachers' knowledge about digital resources to support students with disabilities (O1); at each educational stage (O2), identify the variables that have a significant impact on the acquisition of teacher competence (O3); propose a selection of useful ICT resources for each type of disability (O4). An ex post facto design was used with 1194 teachers from Andalusia (Spain). The results showed the medium-low level of the teaching staff, especially in the higher education stage. In addition, gender, motivation, attitude and having students with special needs are determining factors in the development of teacher knowledge. The results highlight the urgent need for teachers to be trained in digital resources. We hope that the range of resources proposed in this study will help teachers enhance their teaching practice

Teachers' digital competence to assist students with functional diversity: Identification of factors through logistic regression methods

We are experiencing a serious health crisis due to COVID-19 that has a major impact on the field of education. The educational system therefore needs to be updated and innovated, with the addition of digital resources, to adapt the teaching and learning processes to students with disabilities. To meet the goal of high quality education, teachers must have adequate digital competence to face the educational demands that are placed on them. Therefore, the purposes of this study are: to know the teachers' knowledge about digital resources to support students with disabilities (O1); at each educational stage (O2), identify the variables that have a significant impact on the acquisition of teacher competence (O3); propose a selection of useful ICT resources for each type of disability (O4). An ex post facto design was used with 1194 teachers from Andalusia (Spain). The results showed the medium-low level of the teaching staff, especially in the higher education stage. In addition, gender, motivation, attitude and having students with special needs are determining factors in the development of teacher knowledge. The results highlight the urgent need for teachers to be trained in digital resources. We hope that the range of resources proposed in this study will help teachers enhance their teaching practic

Are primary education teachers trained for the use of the technology with disabled students?

Incorporating information and communication technology (ICT) in inclusive class‑ rooms requires competent teachers, both technological and pedagogical. To contrast these theoretical assumptions, this study aims to identify the level of training and technical knowledge of primary school teachers in Spain regarding the use of ICTs for supporting students with special needs. The research methodology used was a mixed research design (quantitative and qualitative method), analysing 777 questionnaires supplied to primary school teachers and 723 interviews conducted with key inform‑ ants (members of management teams, ICT coordinators, directors and technological advisors of teacher training centres). The results informed teachers’ knowledge about ICT and disability and barriers or obstacles to their training. Among the conclusions, teachers’ inadequate training regarding ICTs for students with special needs stands out and the lack of training experiences in this feld

Metodología para valorar y clasificar herramientas de evaluación de accesibilidad web

Taking into account that Web accessibility is the art of ensuring that web portals can be visited and used satisfactorily by as many people as possible, it is indispensable to evaluate the Web contents using the appropriate tools, for this reason, this research work aims to present a methodological model to evaluate these automatic tools, and to select between the existing ones, the highest number of criteria (referred to in WCAG 2.0) can be assessed. The proposed model comprises a cyclic methodology and is called IPAC by the acronym in English of its 4 stages (inspect-plan-assess-categorize), the same ones that are intended to categorize and/or recategorize the Web Accessibility assessment tools, whose built-in functions are changed over time. The validation made in July 2017 of this model resulted in the categorization of the 5 best free license tools for each conformance level (A, AA and AAA

HUBUNGAN PENDEKATAN HEUTAGOGI, FASILITAS PEMBELAJARAN DAN TEACHER DIGITAL COMPETENCE (TDC) DENGAN KREATIVITAS GURU DI SMP NEGERI KABUPATEN BLITAR

Information and communication in Indonesia are developing rapidly, as is education. One of the pillars of education is educators or teachers. improving the quality of teachers prepared for the younger generation in accordance with the work and social world of the 21st century. Learning based on Information and Communication Technology (ICT) is a competency that teachers must master in the 21st century. The research was conducted at Blitar District Public Middle School. Research was conducted to determine the relationship between the heutagogical approach (X1), learning facilities (X2), teacher digital competence (TDC) (X3) and teacher creativity (Y) at Blitar Regency Public Middle Schools.The research uses a quantitative approach with a descriptive correlational research design. The population in the study used 10 State Middle Schools in Blitar Regency. The sampling technique used in the research is cluster sampling. So, the sample used was 226 teachers. data collection using questionnaires and analysis techniques using paths with SmartPLS.The results of the research show that in the bootstrapping hypothesis test (1) there is a relationship between the heutagogical approach and teacher creativity with a P value of 0.040 <0.05. (2) there is a relationship between learning facilities and teacher creativity with a P value of 0.000 <0.05. (3) there is a relationship between teacher digital competence and teacher creativity with a P value of 0.013<0.05. (4) there is a relationship between the heutagogical approach and teacher digital competence with a P value of 0.000 <0.05. (5) there is a relationship between learning facilities and teacher digital competence with a P value of 0.024 <0.05. (6) there is an indirect relationship between teacher digital competence which plays a role in the relationship between the heutagogical approach and teacher creativity, P Value 0.023<0.05 (7) there is no indirect relationship between teacher digital competence which plays a role in learning facilities and teacher creativity, P Value 0.169>0.05. Key Words: Learning Facilities, Teacher Creativity, Teacher Digital Competence Heutagogical Approach.Abstract: Information and communication in Indonesia is developing rapidly, as is education. One of the pillars of education is educators or teachers. improving the quality of teachers prepared for the younger generation in accordance with the work and social world of the 21st century. Learning based on Information and Communication Technology (ICT) is a competency that teachers must master in the 21st century. The research was conducted at Blitar District Public Middle School, which is one of the lower school levels. under the auspices of the government, where all forms of school facilities to support efforts to increase teacher creativity are funded by the regional government. Research was conducted to determine the relationship between the heutagogical approach (X1), learning facilities (X2), teacher digital competence (TDC) (X3) and teacher creativity (Y) at Blitar Regency Public Middle Schools.The research uses a quantitative approach with a descriptive correlational research design. The population in the study used 10 State Middle Schools in Blitar Regency. The sampling technique used in the research is cluster sampling. So the sample used was 226 teachers. data collection using questionnaires and analysis techniques using paths with SmartPLS.The results of the research show that in the bootstrapping hypothesis test (1) there is a relationship between the heutagogical approach and teacher creativity with a P value of 0.040 <0.05. (2) there is a relationship between learning facilities and teacher creativity with a P value of 0.000 <0.05. (3) there is a relationship between teacher digital competence and teacher creativity with a P value of 0.013<0.05. (4) there is a relationship between the heutagogical approach and teacher digital competence with a P value of 0.000 <0.05. (5) there is a relationship between learning facilities and teacher digital competence with a P value of 0.024 <0.05. (6) there is an indirect relationship between teacher digital competence which plays a role in the relationship between the heutagogical approach and teacher creativity, P Value 0.023<0.05 (7) there is no indirect relationship between teacher digital competence which plays a role in learning facilities and teacher creativity, P Value 0.169>0.05. Key Words: Learning Facilities, Teacher Creativity, Teacher Digital Competence Heutagogical Approach

Metodología para valorar y clasificar herramientas de evaluación de accesibilidad web

Taking into account that Web accessibility is the art of ensuring that web portals can be visited and used satisfactorily by as many people as possible, it is indispensable to evaluate the Web contents using the appropriate tools, for this reason, this research work aims to present a methodological model to evaluate these automatic tools, and to select between the existing ones, the highest number of criteria (referred to in WCAG 2.0) can be assessed. The proposed model comprises a cyclic methodology and is called IPAC by the acronym in English of its 4 stages (inspect-plan-assess-categorize), the same ones that are intended to categorize and/or recategorize the Web Accessibility assessment tools, whose built-in functions are changed over time. The validation made in July 2017 of this model resulted in the categorization of the 5 best free license tools for each conformance level (A, AA and AAA