ICT, Disability, and Motivation: Validation of a Measurement Scale and Consequence Model for Inclusive Digital Knowledge
The use of ICT (information communication technology) as an educational resource is becoming more evident in the education systems of most countries, even more so with the COVID-19 crisis. When it comes to disability and education, ICT becomes a tool for social and educational inclusion. This study...
| Main Authors: | , , , |
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| Format: | info:eu-repo/semantics/article |
| Language: | English |
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MDPI
2021
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| Subjects: | |
| Online Access: | http://hdl.handle.net/10835/12017 https://doi.org/10.3390/ijerph18136770 |
| _version_ | 1789406354747686912 |
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| author | Medina García, Marta Higueras Rodríguez, María Lina García Vita, María del Mar Doña Toledo, Luis |
| author_facet | Medina García, Marta Higueras Rodríguez, María Lina García Vita, María del Mar Doña Toledo, Luis |
| author_sort | Medina García, Marta |
| collection | DSpace |
| description | The use of ICT (information communication technology) as an educational resource is becoming more evident in the education systems of most countries, even more so with the COVID-19 crisis. When it comes to disability and education, ICT becomes a tool for social and educational inclusion. This study presents the validation and evaluation of a measurement scale on ICT literacy for inclusive education. In addition, based on previous literature, a conceptual model is proposed and validated through PLS (partial least squares) using a sample of 142 teachers from all educational stages. The results show that teachers’ ICT knowledge to ensure inclusion consists of five dimensions on specific needs. ICT knowledge has a positive impact on teacher motivation and ICT use. Teachers at primary and early childhood education levels have a lower motivation and use of ICT, although they have a higher knowledge of disability. The results found allow progress to be made in measuring the educational inclusion of schools and the ICT knowledge needed to ensure care and support for all people. A notable implication is the need for training on ICT and disability within educational policies. |
| format | info:eu-repo/semantics/article |
| id | oai:repositorio.ual.es:10835-12017 |
| institution | Universidad de Cuenca |
| language | English |
| publishDate | 2021 |
| publisher | MDPI |
| record_format | dspace |
| spelling | oai:repositorio.ual.es:10835-120172023-04-12T19:11:55Z ICT, Disability, and Motivation: Validation of a Measurement Scale and Consequence Model for Inclusive Digital Knowledge Medina García, Marta Higueras Rodríguez, María Lina García Vita, María del Mar Doña Toledo, Luis ICT disability inclusion digital competence inclusive digital knowledge PLS The use of ICT (information communication technology) as an educational resource is becoming more evident in the education systems of most countries, even more so with the COVID-19 crisis. When it comes to disability and education, ICT becomes a tool for social and educational inclusion. This study presents the validation and evaluation of a measurement scale on ICT literacy for inclusive education. In addition, based on previous literature, a conceptual model is proposed and validated through PLS (partial least squares) using a sample of 142 teachers from all educational stages. The results show that teachers’ ICT knowledge to ensure inclusion consists of five dimensions on specific needs. ICT knowledge has a positive impact on teacher motivation and ICT use. Teachers at primary and early childhood education levels have a lower motivation and use of ICT, although they have a higher knowledge of disability. The results found allow progress to be made in measuring the educational inclusion of schools and the ICT knowledge needed to ensure care and support for all people. A notable implication is the need for training on ICT and disability within educational policies. 2021-07-22T08:02:19Z 2021-07-22T08:02:19Z 2021-06-24 info:eu-repo/semantics/article 1660-4601 http://hdl.handle.net/10835/12017 https://doi.org/10.3390/ijerph18136770 en https://www.mdpi.com/1660-4601/18/13/6770 Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess MDPI |
| spellingShingle | ICT disability inclusion digital competence inclusive digital knowledge PLS Medina García, Marta Higueras Rodríguez, María Lina García Vita, María del Mar Doña Toledo, Luis ICT, Disability, and Motivation: Validation of a Measurement Scale and Consequence Model for Inclusive Digital Knowledge |
| title | ICT, Disability, and Motivation: Validation of a Measurement Scale and Consequence Model for Inclusive Digital Knowledge |
| title_full | ICT, Disability, and Motivation: Validation of a Measurement Scale and Consequence Model for Inclusive Digital Knowledge |
| title_fullStr | ICT, Disability, and Motivation: Validation of a Measurement Scale and Consequence Model for Inclusive Digital Knowledge |
| title_full_unstemmed | ICT, Disability, and Motivation: Validation of a Measurement Scale and Consequence Model for Inclusive Digital Knowledge |
| title_short | ICT, Disability, and Motivation: Validation of a Measurement Scale and Consequence Model for Inclusive Digital Knowledge |
| title_sort | ict, disability, and motivation: validation of a measurement scale and consequence model for inclusive digital knowledge |
| topic | ICT disability inclusion digital competence inclusive digital knowledge PLS |
| url | http://hdl.handle.net/10835/12017 https://doi.org/10.3390/ijerph18136770 |
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