38 research outputs found
The Neuroeducation Training of Students in the Degrees of Early Childhood and Primary Education: A Content Analysis of Public Universities in Andalusia
Educational neuroscience presents a broad view of what learning is and how and when it
occurs. Consequently, neuroeducation offers improved strategies for understanding and developing
the teaching–learning process. It is, therefore, essential that teachers and students are trained in
neuroeducation, given the current knowledge in this field. Consequently, this study aims to reflect
on the training in neuroeducation received by undergraduate students studying early childhood
and primary education and to find out how the teaching of neuroeducation is approached in the
universities of the eight Andalusian provinces. As methodology, a content analysis was made,
which allowed us to transform qualitative data into quantitative data. The categories analysed
were “Neuroeducation”, “Metacognition”, “Cognitive processes” and “Cognition”. The study plans
for the 2022/2023 academic year were considered. The analysis results of these plans showed that,
despite the relevance of neuroeducation in the educational context, the study plans barely addressed
this subject. This suggested that the training received by future teachers was not enough to enable
them to make the most of neuroscience and neuroeducation considerations
Formación y utilización de TIC por parte de docentes en aulas con alumnado con autismo
Teachers' competence in ICT is a necessity, since technologies have spread to all areas of society. In this sense, it is essential that teachers who work with diverse students and, more specifically, those with autism, know this type of digital tools in order to improve the educational and social development of their students. An ad hoc questionnaire, previously validated, was administered to 27 generalist teachers in Florence (Italy), with the aim of finding out their training and experience with ICT, as well as the use they made of them in class and the frequency with which they used them. Descriptive analysis (percentages, mean, mode and standard deviation), nonparametric inferential analysis (Mann-Whitney U test) and effect size were performed (d of Cohen). The teachers stated that they had medium-low training and experience with these resources, using them only "sometimes" mainly to stimulate cognitive, communicative and autonomous development and to perform tasks related to memory, organization and planning. Statistically significant differences in terms of age were observed in the items related to the teacher's knowledge of using specific software and locating specific materials online.La competencia del profesorado en materia TIC se plantea como una necesidad, ya que las tecnologías están a la orden del día en todos los ámbitos de la sociedad. En este sentido, es esencial que los docentes que trabajan con alumnado diverso y, más concretamente aquel con autismo, conozcan este tipo de herramientas digitales de cara a una mejora educativa y social de sus estudiantes. Se administró un cuestionario ad hoc, previamente validado, a 27 maestras generalistas de Florencia (Italia), con la finalidad de conocer la formación y experiencia que tenían sobre TIC, así como el uso que de ellas hacían en clase y la frecuencia con las que las utilizaban. Se realizaron análisis descriptivos (porcentajes, media, moda y desviación típica), inferenciales no paramétricos (U Mann-Whitney) y se calculó el tamaño del efecto (d de Cohen). Las docentes manifestaron tener una formación y experiencia media-baja en estos recursos, utilizándolos solo “a veces” principalmente para estimular el desarrollo cognitivo, comunicativo y autónomo y, para la realización de tareas relacionadas con la memoria, la organización y la planificación. Se apreciaron diferencias estadísticamente significativas en cuanto a la edad en los ítems vinculados al conocimiento y competencia del docente para utilizar software específico y para localizar materiales específicos en red
Mathematics Preservice Trainee Teachers’ Perceptions of Attention to Diversity in Initial Training as Secondary Education Teachers
Research on teachers’ perceptions about diversity is key to understanding the different
approaches to be implemented to build inclusive education. Within this framework, the perceptions
and attitudes of 73 students in the Mathematics specialization of the University Master’s Degree in
Teacher Training for Secondary Education, Bachillerato, Vocational Training and Language Teaching
(Máster Universitario en Profesorado de Educación Secundaria Obligatoria, Formación Profesional y
Enseñanza de Idiomas (MAES) at the University of Granada (Spain) were analyzed to determine their
views about the initial training they received on attention to diversity during the Master’s program.
The study is a descriptive and correlational-predictive transversal examination of the responses
obtained from the “Questionnaire for preservice secondary education teachers on perceptions about
attention to diversity” (Colmenero Ruiz and Pegalajar Palomino, 2015). The findings demonstrate that
the students—preservice secondary education teachers—held favorable attitudes toward diversity
and the principle of inclusion. The findings also show that contact with persons with disability
influences perception of this population. The authors conclude that better training and knowledge
of the elements that condition the teaching–learning process for high-quality attention to diversity
predict better pedagogical preparation in matters of attention to diversity
ICT training for educators of Granada for working with people with autism
Background: Innovative methodologies based on Information and Communication Technology
(ICT) are a tested and motivating option for working with people with autism. Their use, how-
ever, should not be indiscriminatory and arbitrary, but didactic and appropriate.
Objective: We aimed to discover the training in ICT they had, its frequency of use, and the types of
digital resources that they used.
Methods: We administered the questionnaire, “Demands and Potentials of ICT and Apps for
Assisting People with Autism” to 310 educators in the city of Granada (Spain). The participants
belonged to schools and associations that worked with people with autism. Adopting a
quantitative-type study, we carried out descriptive analyses (frequencies, mean, mode, and
standard deviation). Having confirmed that the data did not follow a normal distribution (Kol-
mogorov-Smirnov test for samples of >50 participants), we carried out non-parametric inferential
and intrafactorial correlation analyses. We also calculated the effect size.
Results: The educators revealed that they had ICT training for working with people with autism,
but not enough. This suggests that there is still a need to improve the digital competence of these
professionals. Strong, direct and significant correlations were found between ICT training and the
frequency with which they were used. There were also statistically significant differences ac-
cording to sex, gender, age, type of institution, and type of educator. The educators who worked
as Therapeutic Pedagogy teachers and those who worked in Special Education schools were
shown to be more competent than the rest in educational technology applied to people with
autism.
Conclusions: The results, which were not wholly positive since ICT training should be better and
have achieved higher scores, revealed that there is a foundation in ICT education but it needs to
be heightened and improved with greater knowledge and more practical experience.Heliyon [Editors Hange Teng and Tomayess Issa]University of Granada (Spain
Plataformas webs y recursos online centrados en habilidades comunicativo-lingüísticas para familias de personas con autismo
The diversity of resources that can be accessed quickly and easily online opens a world of possibilities for help and support to families of people with Autism Spectrum Disorder (ASD). In turn, Information and Communication Technologies are presented as a set of motivating tools for people with this condition and easy to integrate into therapy and day-to-day activities. This work aims to offer families, web platforms rich in resources focused on the development of communication and language, these being one of the main limitations of people with ASD. Families are the main axis in the full development of the child, so that an active collaboration from an early age will favor the child's progress and with it, their quality of life. In this sense, the stimulation of communication skills from birth will be crucial for their development and social interaction. In this way, ten web platforms are offered whose main objective is to offer ideas, resources, materials, and experiences as a result of daily work with people with ASD, mainly aimed at promoting communicative and linguistic skills.La diversidad de recursos a los que se puede acceder de manera rápida y sencilla de forma online abre un mundo de posibilidades de ayuda y apoyo a familias de personas con Trastorno del Espectro Autista (TEA). A su vez, las Tecnologías de la Información y la Comunicación (TIC) se presentan como un conjunto de herramientas motivadoras para personas con esta condición y fáciles de integrar en la terapia y en actividades del día a día. Este trabajo pretende ofrecer a las familias plataformas webs ricas en recursos para el desarrollo de la comunicación y el lenguaje, siendo estas unas de las principales limitaciones que presentan las personas con autismo. Las familias son el eje principal en el desarrollo íntegro del menor, por lo que una colaboración activa desde edades tempranas va a favorecer el progreso del niño y con ello su calidad de vida. En este sentido, la estimulación de habilidades comunicativas desde el nacimiento será crucial para su desarrollo e interacción social. De esta forma, se muestran diez plataformas webs cuyo principal objetivo es el de ofrecer ideas, recursos, materiales y experiencias fruto del trabajo diario con personas con autismo, principalmente destinado a favorecer habilidades comunicativas y lingüísticas
WEB PLATFORMS AND ONLINE RESOURCES FOCUSED ON COMMUNICATIVE-LINGUISTIC SKILLS FOR FAMILIES OF PEOPLE WITH AUTISM
La diversidad de recursos a los que
se puede acceder de manera rápida
y sencilla de forma online abre un
mundo de posibilidades de ayuda y
apoyo a familias de personas con
Trastorno del Espectro Autista
(TEA). A su vez, las Tecnologías de
la Información y la Comunicación
(TIC) se presentan como un conjunto
de herramientas motivadoras para
personas con esta condición y fáciles de integrar en la terapia y en
actividades del día a día. Este
trabajo pretende ofrecer a las
familias plataformas webs ricas en
recursos para el desarrollo de la
comunicación y el lenguaje, siendo
estas unas de las principales
limitaciones que presentan las
personas con autismo. Las familias
son el eje principal en el desarrollo
íntegro del menor, por lo que una
colaboración activa desde edades tempranas va a favorecer el
progreso del niño y con ello su
calidad de vida. En este sentido, la
estimulación de habilidades
comunicativas desde el nacimiento
será crucial para su desarrollo e
interacción social. De esta forma, se
muestran diez plataformas webs
cuyo principal objetivo es el de
ofrecer ideas, recursos, materiales y
experiencias fruto del trabajo diario
con personas con autismo,
principalmente destinado a favorecer
habilidades comunicativas y
lingüísticas.The diversity of resources that can
be accessed quickly and easily
online opens a world of possibilities
for help and support to families of
people with Autism Spectrum
Disorder (ASD). In turn, Information
and Communication Technologies
are presented as a set of motivating
tools for people with this condition
and easy to integrate into therapy
and day-to-day activities. This work
aims to offer families, web platforms
rich in resources focused on the
development of communication and
language, these being one of the
main limitations of people with ASD.
Families are the main axis in the full
development of the child, so that an
active collaboration from an early
age will favor the child's progress
and with it, their quality of life. In this
sense, the stimulation of
communication skills from birth will
be crucial for their development and
social interaction. In this way, ten
web platforms are offered whose
main objective is to offer ideas,
resources, materials, and
experiences as a result of daily work
with people with ASD, mainly aimed
at promoting communicative and
linguistic skills
Future Mathematics Teachers’ Perceptions towards Inclusion in Secondary Education: University of Granada
Designing and implementing inclusive practices is considered one of the basic actions
for the construction of inclusive education. Actions depend largely on teachers’ attitudes, which
can be modified by the training they receive. This study analyzes 73 future mathematics teachers’
perceptions of the diversity training received in the Master in Compulsory Secondary Education
and Post-Secondary, Vocational Training and Language Teaching (MAES), as well as their attitudes
towards diversity at the University of Granada (Spain). The participants’ ages ranged from 22
to 50 years (M = 27.12, SD = 6.45); 47.9% were cisgender women and 52.1% were cisgender men.
This research was a non-experimental, descriptive, and multivariate study, developed under the
assumption of the quantitative methodological paradigm. The result revealed that attention to
diversity should play an important role in the teachers’ future teaching practice. Nevertheless, they
were dissatisfied with the initial training received, considered themselves not qualified enough
to face diversity in their classrooms, and they had an ambivalent attitude toward attention to
diversity. However, attitudes and educational levels were more favorable in the case of women, older
participants, and among those who had had contact with people with SNES. It is concluded that it is
appropriate to continue to influence the attitudes in relation to this issue, since pedagogical training
on the factors that condition the teaching–learning process in terms of attention to diversity provides
greater effectiveness in this field.Spanish Ministry of Education, Innovation and Universities
(aid for university teacher training [FPU19/00026 and FPU21/00479]
Assessment of Apps Aimed at Developing Basic Instrumental Skills in Autistic Children and Teenagers
It is crucial for families and professionals to promote basic instrumental skills in children
with autism, as these skills can help with comprehensive growth and development, and are a
starting point in acquiring the essential tools needed for one to live an independent and successful
life, These skills include oral language, reading, writing, and mathematics. Therefore, given that
ICT and mobile applications (apps) are effective tools that offer suitable content, and are designed
exclusively for people with this disorder, working on these skills with apps is an interesting option
that is worthy of our attention. We analyzed 88 apps that focused on these skills, through a duly
validated system of indicators, calculating frequencies, percentages, measures of central tendency
and dispersion, and non-parametric contrast statistics. The app search was carried out in the
Google Play Store, with the keyword “autism”, in English and in Spanish. Most of the apps focused
on aspects linked to oral language and reading, but few were aimed at reading and mathematics. In
addition to the apps’ lack of specialization in the last two skills, the vast majority did not specify
the age group for which their content was intended.University of Granada and Spanish Ministry of Education,
Innovation, and Universities (aid for university teacher training (FPU19/00026)
Psychometric Properties of the Questionnaire “Demands and Potentials of ICT and Apps for Assisting People with Autism” (DPTIC-AUT-Q)
Background: In education, Information and Communication Technology (ICT) has gone
from being a convenient option to a permanent necessity. For students and people with functional
diversity, it is of seminal importance. It is therefore worth learning how professionals perceive digital
tools and apps for people and students with functional diversity and autism: its requirements and
potential. As no instrument to measure this exists, we have designed a questionnaire on the requirements and potentials of ICT and apps for assisting people with autism (DP-TIC-AUT). Methods: Our
questionnaire has been subjected to content validity using a panel of experts, and construct validity,
using Exploratory Factor Analysis and Confirmatory Factor Analysis, and Cronbach’s alpha and
Composite Reliability. Results: Optimal results were obtained in the above values, thus confirming
the validity of DP-TIC-AUT for use in the contexts of its validation. Conclusions: DP-TIC-AUT is a
valid instrument. This opens up a range of possibilities for research, firstly descriptive, then of other
kinds, and for the adaptation of the instrument to other contexts. This is the first step in improving
the creation and use of ICT for people with autism.Vice-Rector’s Office for Equality, Inclusion and Sustainability
of University of Granada (aid for the Support and Promotion of Research on Inclusion 2020 [INVINC108-2020])Spanish Ministry of Education, Innovation and Universities (aid for university
teacher training [FPU19/00026]
Perspectiva actual sobre el uso de tecnologías de la información y la comunicación en personas con trastorno del espectro autista: Sistematización de experiencias
Este artículo sigue un enfoque cualitativo y está centrado en el método científico denominado “sistematización de experiencias”. Tuvo como objetivo analizar la influencia de las Tecnologías de la Información y la Comunicación (TIC) en la sociedad actual y cómo estas herramientas digitales influyen en el ámbito educativo. Se ha indagado en los efectos sobre personas con necesidades especiales, más concretamente para personas con Trastorno del Espectro Autista (TEA)