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Article
Technological Platforms for Inclusive Practice at University: A Qualitative Analysis from the Perspective of Spanish Faculty Members
Author/s | Perera Rodríguez, Víctor Hugo
Moriña Díez, Anabel Sánchez Díaz, María de las Nieves Spinola-Elias, Yolanda |
Department | Universidad de Sevilla. Departamento de Didáctica y organización Educativa Universidad de Sevilla. Departamento de Dibujo Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación |
Publication Date | 2021 |
Deposit Date | 2021-06-15 |
Published in |
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Abstract | Currently, the development of new virtual environments as a complementary tool to faceto-
face teaching and the increased presence of students with disabilities at university classrooms are
changing the landscape of ... Currently, the development of new virtual environments as a complementary tool to faceto- face teaching and the increased presence of students with disabilities at university classrooms are changing the landscape of university teaching. This article analyses the actions of faculty members who carry out inclusive practices in the context of technological platforms. The research was based on the assumptions of the qualitative paradigm, using individual semi-structured interviews with 119 faculty members from 10 Spanish public universities. The results show the reasons for inclusive learning with technological platforms, the use that faculty members make of these platforms in their inclusive educational practices, and the influence of these on the learning of students, especially students with disabilities. The conclusions give a good account of the conditions that determine the pedagogical use that faculty members make of virtual environments to facilitate the inclusion of students. |
Citation | Perera Rodríguez, V.H., Moriña Díez, A., Sánchez Díaz, N. y Spinola-Elias, Y. (2021). Technological Platforms for Inclusive Practice at University: A Qualitative Analysis from the Perspective of Spanish Faculty Members. Sustainability, 13, 4755-1-4755-14. |
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