Information Communication Technology Use among Students in Inclusive Classrooms

Špela Bagon,Mateja Gačnik,Andreja Istenic Starcic

doi:10.3991/ijet.v13i06.8051

Abstract

As inclusion has brought diversity into 21st-century classrooms, it has also brought challenges for teachers who must adapt their teaching to different groups of children with varying learning abilities, needs, and interests. It is believed that information and communication technology (ICT) can be used as a powerful tool to support inclusion and that information on students’ use of ICT can facilitate its integration. Our research compared the leisure and school-related computer use of students in inclusive classrooms. Frequency of computer use, types of ICT-supported activities, and attitudes toward computer use were explored. Consistent with previous studies, our results show that students with special needs (SN) and their peers use computers more frequently for leisure activities than school activities. Compared to their peers, students with SN use computers less frequently and for fewer leisure and school activities. They are also more resistant to computer use. No correlation was found between the presence of SN and a student’s desire to use a computer or opinion regarding whether computer use improves learning success. A comparison of male and female students revealed that males use computers more frequently than females, that they use computers more frequently for leisure activities than females, and that they have a stronger belief that computer use improves learning success. The presented work offers important information that may contribute to the integration of ICT in inclusive classrooms.

Highlights

The use of information and communication technology (ICT) has proliferated in education and learning design; the classrooms of the 21st century are undergoing rapid transformations resulting in innovative learning environments that are connected, flexible, and collaborative [1].Another important change is the shift toward inclusive education, which aims to educate all children regardless of their learning differences or other characteristics [2]
This study aims to explore the differences between the ICT use of students in an inclusive classroom
This study examined the use of computers in the leisure and school activities of seventh- to ninth-grade students enrolled in inclusive elementary school classrooms in Slovenia

Summary

Introduction

The use of information and communication technology (ICT) has proliferated in education and learning design; the classrooms of the 21st century are undergoing rapid transformations resulting in innovative learning environments that are connected, flexible, and collaborative [1]. Another important change is the shift toward inclusive education, which aims to educate all children regardless of their learning differences or other characteristics [2]. Teachers must use different teaching methods to best reach students with varying learning abilities and facilitate their learning progress

Objectives

Results

Conclusion