Teachers’ reflections in the use of learning technologies in inclusive education

Abstract

The aim of this study is to explore teachers’ reflections on the use of learning technologies in inclusive education that is, in a school of learners with special educational needs (LSEN). We argue that steady progress has been made to enhance inclusive education in schools over many years towards educating more children with special educational needs in mainstream schools, particularly children not only with demanding learning difficulties but physical, mental and sensory handicaps. By the same token, learning technologies are being introduced and accepted in diverse educational contexts, offering opportunities for innovation and for making learning processes more encompassing, engaging, and collaborative and above all, making the learning content more accessible for learners with learning disabilities. However, though learning technologies have been introduced and accepted in diverse educational contexts, little has been reported on teachers’ reflection in and on the use of learning technologies in inclusive education, in Gauteng Province, West District. This enquiry employed a qualitative case study to capture six teachers’ reflections in the use of learning technologies in inclusive education through observation, focus group interview, individual interviews and documentary sources. The collected data was analysed inductively through the theoretical framework of reflections. Results showed that teachers adapted the mainstream learning technologies curriculum to the level of learners who had positive learning experiences with technological tools. On the other hand, teachers acknowledged that they need professional development in the use of learning technologies in inclusive education.