Mostrar el registro sencillo del ítem

Artículo

dc.creatorCabero Almenara, Julioes
dc.creatorGuillén Gámez, Francisco Des
dc.creatorRuiz Palmero, Julioes
dc.creatorPalacios Rodríguez, Antonio de Paduaes
dc.date.accessioned2022-02-02T13:06:31Z
dc.date.available2022-02-02T13:06:31Z
dc.date.issued2022
dc.identifier.citationCabero Almenara, J., Guillén Gámez, F.D., Ruiz Palmero, J. y Palacios Rodríguez, A.d.P. (2022). Teachers' digital competence to assist students with functional diversity: Identification of factors through logistic regression methods. British Journal of Educational Technology, 53 (1), 41-57. https://doi.org/10.1111/bjet.13151.
dc.identifier.issn1467-8535es
dc.identifier.urihttps://hdl.handle.net/11441/129583
dc.description.abstractWe are experiencing a serious health crisis due to COVID-19 that has a major impact on the field of education. The educational system therefore needs to be updated and innovated, with the addition of digital resources, to adapt the teaching and learning processes to students with disabilities. To meet the goal of high quality education, teachers must have adequate digital competence to face the educational demands that are placed on them. Therefore, the purposes of this study are: to know the teachers' knowledge about digital resources to support students with disabilities (O1); at each educational stage (O2), identify the variables that have a significant impact on the acquisition of teacher competence (O3); propose a selection of useful ICT resources for each type of disability (O4). An ex post facto design was used with 1194 teachers from Andalusia (Spain). The results showed the medium-low level of the teaching staff, especially in the higher education stage. In addition, gender, motivation, attitude and having students with special needs are determining factors in the development of teacher knowledge. The results highlight the urgent need for teachers to be trained in digital resources. We hope that the range of resources proposed in this study will help teachers enhance their teaching practicees
dc.formatapplication/pdfes
dc.format.extent17 p.es
dc.language.isoenges
dc.publisherJohn Wiley & Sons Ltd on behalf of British Educational Research Associationes
dc.relation.ispartofBritish Journal of Educational Technology, 53 (1), 41-57.
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectBinary regressiones
dc.subjectDigital resourceses
dc.subjectDisabilityes
dc.subjectICTes
dc.subjectInclusive educationes
dc.subjectResearch methodses
dc.subjectTeacherses
dc.titleTeachers' digital competence to assist students with functional diversity: Identification of factors through logistic regression methodses
dc.typeinfo:eu-repo/semantics/articlees
dcterms.identifierhttps://ror.org/03yxnpp24
dc.type.versioninfo:eu-repo/semantics/acceptedVersiones
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.contributor.affiliationUniversidad de Sevilla. Departamento de Didáctica y Organización Educativaes
dc.identifier.doi10.1111/bjet.13151es
dc.journaltitleBritish Journal of Educational Technologyes
dc.publication.volumen53es
dc.publication.issue1es
dc.publication.initialPage41es
dc.publication.endPage57es
dc.description.awardwinningPremio Anual Publicación Científica Destacada de la US. Facultad de Ciencias de la Educación

FicherosTamañoFormatoVerDescripción
Brit J Educational Tech - 2021 ...1.542MbIcon   [PDF] Ver/Abrir  

Este registro aparece en las siguientes colecciones

Mostrar el registro sencillo del ítem

Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Excepto si se señala otra cosa, la licencia del ítem se describe como: Attribution-NonCommercial-NoDerivatives 4.0 Internacional