ICT and functional diversity. Knowledge of teachers in the Canary Islands
DOI:
https://doi.org/10.47553/rifop.v97i36.1.90314Abstract
Background: the migration from face-to-face to distance learning in education due to the pandemic caused by Covid-19 has led to the transformation of learning scenarios. Objective: to analyse the level of digital competence of teachers in the Canary Islands with regard to the application of ICT to cater for diversity according to the educational stage, ownership and type of educational centre. Method: a descriptive cross-sectional study was designed with a sample of 678 teachers. The questionnaire used is called Diagnosis and teacher training for the incorporation of ICT in pupils with functional diversity. Results and conclusions: I) primary and infant school teachers II) those who work in a private centre and, III) those who work in an Enclave Classroom obtain higher scores in ICT for attending to diversity. These results are of interest for the educational context as they serve to identify the current level and design improvement proposals to favour the teaching-learning process and achieve quality education for all pupils, regardless of the educational stage, ownership and type of educational centre. Personalised training pathways or SMOOCs (Social Massive Open Online Courses) can be of great help for teacher training and, therefore, higher academic achievement of the student.
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