Teachers’ reflections in the use of learning technologies in inclusive education
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Authors
Diseko, Rabaitse
Pule, Sechaba Precious
Issue Date
2019
Type
Article
Language
en
Keywords
Information and Communications Technology , inclusive education , learning technologies, , learners with special educational needs , reflection
Alternative Title
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.
Description
Citation
2019 ISTE International Conference on Mathematics, Science and Technology Education, 21-25 October 2019, Mopani Camp in Kruger National Park, Mpumalanga, South Africa
Publisher
Institute of Science & Technology Education, University of South Africa
License
© 2019 Institute for Science and Technology Education (ISTE), University of South Africa
All rights reserved. No part of this publication may be reproduced in any form or by any means - mechanical or electronic, including recordings or tape recording and photocopying - without the prior permission of the publisher, excluding fair quotations for purposes of research or review.
All rights reserved. No part of this publication may be reproduced in any form or by any means - mechanical or electronic, including recordings or tape recording and photocopying - without the prior permission of the publisher, excluding fair quotations for purposes of research or review.