Percepciones y actitudes del profesorado hacia el uso de la tecnología como una herramienta inclusiva

  1. Irene Gómez-Marí 1
  2. Irene Lacruz-Pérez 1
  3. Pilar Sanz-Cervera 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Revista:
ReiDoCrea: Revista electrónica de investigación y docencia creativa

ISSN: 2254-5883

Año de publicación: 2023

Volumen: 12

Páginas: 86-97

Tipo: Artículo

DOI: 10.30827/DIGIBUG.81000 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: ReiDoCrea: Revista electrónica de investigación y docencia creativa

Resumen

En las últimas décadas la tecnología se ha ido integrando en las escuelas. En el caso del alumnado con necesidades específicas de apoyo educativo (NEAE), diversos estudios apuntan a que las tecnologías de la información y la comunicación (TIC) pueden contribuir favorablemente a su inclusión educativa. No obstante, esto queda supeditado en gran medida al uso que los docentes hagan de los recursos tecnológicos. En esta línea, resulta interesante realizar una revisión de la literatura acerca de cómo son las actitudes docentes hacia el uso de la tecnología como herramienta inclusiva del alumnado con NEAE. Para ello, se realizó una búsqueda bibliográfica en cuatro bases de datos diferentes, la cual condujo a la selección y revisión de 11 estudios. Los resultados de estos permiten entrever que las actitudes de los docentes hacia el uso de las TIC en el campo de la educación inclusiva son generalmente positivas. Sin embargo, existe un clamor sobre la falta de formación para llevar a cabo esta adaptación de manera adecuada. En cualquier caso, esto no es un impedimento para que las TIC sean utilizadas como recurso inclusivo, sino que implica que desde la formación inicial y continua se trabaje la competencia digital del profesorado.

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Fuente de los datos: Dialnet