ICT, Disability, and Motivation: Validation of a Measurement Scale and Consequence Model for Inclusive Digital Knowledge
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Medina García, Marta![Autoridad Universidad de Almería Autoridad Universidad de Almería](/themes/Mirage2/images/autoridades/autoridad.png)
![Autoridad Universidad de Almería Autoridad Universidad de Almería](/themes/Mirage2/images/autoridades/autoridad.png)
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2021-06-24Resumen
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 inclus...
Palabra/s clave
ICT
disability inclusion
digital competence
inclusive digital knowledge
PLS