Uso del aula virtual para enseñar a estudiantes con necesidades especiales en aulas inclusivas durante y después de la COVID-19: perspectivas de los docentes.
Resumen
Fomentar y continuar con los entornos de aprendizaje inclusivos es importante para permitir que todos los estudiantes puedan participar, comprometerse y aprender plenamente. El entorno de aprendizaje online obliga a los educadores a pensar de forma creativa sobre cómo lograr este objetivo. El objetivo era investigar el uso del aula virtual para enseñar a estudiantes con necesidades especiales en aulas inclusivas durante y después de la COVID-19 desde la perspectiva de sus docentes. La investigación cuantitativa se lleva a cabo con el objetivo de investigar el uso del aula virtual (VC) para enseñar a estudiantes con necesidades especiales en aulas inclusivas durante y después de Covid-19 desde las perspectivas de sus maestros. Se utilizó un método de encuesta. Las variables independientes son la utilidad percibida (PU), la facilidad de uso percibida (PEOU), mientras que la variable dependiente es la intención de comportamiento del estudiante (BI). Los datos fueron recolectados a través de un cuestionario estructurado autoadministrado, que se basó en el modelo de aceptación de tecnología (TAM). Se utilizaron la correlación de Pearson (r) y la regresión múltiple (MRA) para analizar los datos. Los resultados indicaron que el BI se ve afectado positivamente por PU, PEOU. PU, PEOU arrojaron un coeficiente de regresión múltiple (R) y un cuadrado de correlación múltiple. Esto muestra que PU, PEOU explican una variación total en BI.
Descargas
Citas
AAktepe, V. ., Temur, M., & Yazıcıoğlu, T. . (2021). The Determination of Skills That Should Be Taught Basically in Primary School Inclusive Classes Based on the Views of Classroom Teachers. Psycho-Educational Research Reviews, 10(3), 462–477. https://doi.org/10.52963/PERR_Biruni_V10.N3.29
Alpaslan , M. , Ulubey, Özgür, & Ata, R. (2021). Adaptation of Technological Pedagogical Content Knowledge Scale into Turkish Culture within the Scope of 21st Century Skills. Psycho-Educational Research Reviews, 10(1), 77–91. Retrieved from https://perrjournal.com/index.php/perrjournal/article/view/93
Al-Qahtani, I. (2010). The reality of using virtual classrooms in the distance education program from the viewpoint of faculty members at King Abdulaziz University in Jeddah, Master’s Thesis in Curricula and Instructional Aids, College of Education, Umm Al-Qura University, Saudi Arabia.
Apsorn , A., Sisan, B.and Tungkunanan,P.(2019). Information and Communication Technology Leadership of School Administrators in Thailand. International Journal of Instruction, 12(2), 639-650.
Barbour, M.(2019). The Landscape of K-12 Online Learning: Examining What Is Known. In M. G. Moore & W. C. Diehl (Eds.), Handbook of distance education (pp. 521-542), 4th Edition. Routledge.
Barbour, M. K., & Reeves, T. C. (2009). The reality of virtual schools: A review of the literature. Computers and Education, 52(2), 402–416.
Barker, K., and Wendel, T. (2001). e-Learning: Studying Canada's virtual secondary schools. Kelowna, BC: Society for the Advancement of Excellence in Education. Retrieved from http://web.archive.org/web/20040720185017/http://www.saee.ca/pdfs/006.pdf
Benkohila, A., Elhoweris, H., & Efthymiou, E. (2020). Faculty Attitudes and Knowledge Regarding Inclusion and Accommodations of Special Educational Needs and Disabilities Students. Psycho-Educational Research Reviews, 9(2). Retrieved from https://perrjournal.com/index.php/perrjournal/article/view/135
Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkesh, M. A., et al. (2009). A meta-analysis of three types of interaction treatments in distance education. Rev. Educ. Res. 79, 1243–1289. https://doi.org/10.3102/0034654309333844
Bartnikowska, U. ., & Antoszewska, B. (2017). Children with Special Educational Needs (SEN) in the Polish Education System. Psycho-Educational Research Reviews, 6(3), 100 –108. Retrieved from https://perrjournal.com/index.php/perrjournal/article/view/266
Carrillo, C. and Flores, M.A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43 (4), 466-487. https://doi.org/10.1080/02619768.2020.1821184
Chang, C. T., Hajiyev, J., and Su, C. R. (2017). Examining the students’ behavioral intention to use e-learning in Azerbaijan? The General Extended Technology Acceptance Model for E-learning approach. Comput. Educ., 111, 128–143. https://doi.org/10.1016/j.compedu.2017.04.010
Chung-Kuang, H. (2014). User Acceptance of Business Intelligence Systems in Taiwan's Electronics Industry. Social Behaviour and Personality: An International Journal, 42(4), 583-596. https://doi.org/10.2224/sbp.2014.42.4.583
Davis, D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13, 319–339.
Ducey, Adam J.(2013).Predicting Tablet Computer Use: An Extended Technology Acceptance Model. Graduate Theses and Dissertations. Retrieved on 01/03/2015, from http://scholarcommons.usf.edu/etd/4471
Dumpit, D.Z., Fernandez, C.J. (2017)Analysis of the use of social media in Higher Education Institutions (HEIs) using the Technology Acceptance Model. Int J Educ Technol High Educ., 14, 5. https://doi.org/10.1186/s41239-017-0045-2
Düzyol, E., & Yıldırım, G. (2022). Examination of the Opinions of Pre-School Teachers Regarding the COVID-19 Pandemic Period’s Reflection of Pre-School Education. Psycho-Educational Research Reviews, 11(2), 261–280. https://doi.org/10.52963/PERR_Biruni_V11.N2.17
Eissa, M. & Borowska-Beszta, B.(2019). Disability in the Arab World: A Comparative Analysis within Culture. Psycho-Educational Research Reviews, 8(2), 29 –. Retrieved from https://perrjournal.com/index.php/perrjournal/article/view/158
Głodkowska, J. ., Gosk, U. ., & Pągowska, M. . (2018). The Authorship of their Own Lives in People with Disabilities: Research Strategy Framework. Psycho-Educational Research Reviews, 7(3), 7–18. Retrieved from https://perrjournal.com/index.php/perrjournal/article/view/226
Grace, S., and Gravestock, P. (2009). Inclusion & diversity: Meeting the needs of all students. Routledge.
Grani´c, A., and Maranguni´c, N. (2019). Technology acceptance model in educational context: a systematic literature review. Br. J. Educ. Technol. 50, 2572–2593. https://doi.org/10.1111/bjet.12864
Güngör, H., Yapıcı, M. ., Gülay Ogelman, H., Zeren Nalinci, G. ., & Erten Sarıkaya, H. (2022). COVID-19 in Pictures of Preschoolers. Psycho-Educational Research Reviews, 11(2), 321–338. https://doi.org/10.52963/PERR_Biruni_V11.N2.20
Hayes, A. M., and Bulat, J., (2017). Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries. RTI Press Publication No. OP-0043-1707. Research Triangle Park, NC: RTI Press. https://doi.org/10.3768/rtipress.2017.op.0043.1707
Hong, X. (2020). Challenges and countermeasures of preschool teachers’ professional development under the background of “suspension of classes”. Stud. Early Child. Educ. 6, 27–30. https://doi.org/10.13861/j.cnki.sece.2020.06.005
Huber, S. G., & Helm, C. (2020). COVID-19 and Schooling: Evaluation, Assessment and Accountability in Times of Crises—reacting Quickly to Explore Key Issues for Policy, Practice and Research with the School Barometer. Educational Assessment, Evaluation and Accountability, 32, 237–270. https://doi.org/10.1007/s11092-020-09322-y.
Huynh, J. and T. L. L. Thi,(2014).The mediating role of perceived usefulness and ease of use, International Journal of Humanities and Social Science Invention, 3(2), 37-42,
Jang, J.; Ko, Y.; Shin, W.S.; Han, I. (2021).Augmented Reality and Virtual Reality for Learning: An Examination Using an Extended Technology Acceptance Model. IEEE Access, 9, 6798–6809.
Konca , A.& Hakyemez-Paul , S. (2021). Digital Technology Use of Kindergarten Teachers for Parental Involvement: EInvolvement in the Turkish Context. Psycho-Educational Research Reviews, 10(3), 239–254. https://doi.org/10.52963/PERR_Biruni_V10.N3.15
Liao Y-K, Wu W-Y, Le TQ, Phung TTT. (2022).The Integration of the Technology Acceptance Model and Value-Based Adoption Model to Study the Adoption of E-Learning: The Moderating Role of e-WOM. Sustainability. 14(2), 815. https://doi.org/10.3390/su14020815
Liao, J. Hong, M. Wen, Y. Pan, and Y. Wu, (2018).Applying technology acceptance model (TAM) to explore users’ behavioral intention to adopt a performance assessment system for e-book production, EURASIA Journal of Mathematics, Science and Technology Education, 14(10), 1-12.
Liu, H., Wang, L., and Koehler, M. J. (2019). Exploring the intention-behavior gap in the technology acceptance model: a mixed-methods study in the context of foreign-language teaching in China. Br. J. Educ. Technol. 50, 2437–2556. https://doi.org/10.1111/bjet.12824
Mariga, L., McConkey, R., and Myezwa, H. (2014). Inclusive education in low-income countries: A resource for teacher educators, parent trainers and community development workers. Atlas Alliance.
Okumuş, S. (2021). The Effect of a Cooperative Argumentation Model on Listening and Inquiry Skills and Argument Level. Psycho-Educational Research Reviews, 10(2), 351–372. https://doi.org/10.52963/PERR_Biruni_V10.N2.24
Önal, N.(2017). Use of Interactive Whiteboard in the Mathematics Classroom: Students’ Perceptions within the Framework of the Technology Acceptance Model. International Journal of Instruction, 10(4), 67-86
Özaydın, L. ., Karaçul, F. E., Kayhan, N., Büyüköztürk, Şener ., Karahan, S. ., & Simeonsson, R. J. (2021). Assessing Needs of Parents with Children With Disabilities in Turkey. Psycho-Educational Research Reviews, 10(3), 255–267. https://doi.org/10.52963/PERR_Biruni_V10.N3.16
Paul J and Jefferson F (2019) A Comparative Analysis of Student Performance in an Online vs. Face-to-Face Environmental Science Course From 2009 to 2016. Front. Comput. Sci., 1, 7. https://doi.org/10.3389/fcomp.2019.00007
Qin H. X. L Z., Zhou J. H. (2020). A probe into the satisfaction with online teaching of different subjects and the willingness to continue using it—An empirical analysis based on the technology acceptance model. Educational Research (in Chinese), 41(11), 91–103. https://doi.org/10.1177/21582440221114325
Radianti, J., Majchrzak, T. A., Fromm, J. & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778
Samar Z., Li H., Aka L., Bilal M. (2020). Technology Acceptance Model' Concepts, Contribution, Limitation, and Adoption in Education. Universal Journal of Educational Research, 8(11), 5061-5071. https://doi.org/10.13189/ujer.2020.081106.
Scherer, R., Siddiq, F., and Tondeur, J. (2019). The technology acceptance model (TAM): a meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Comput. Educ. 128, 13–35. https://doi.org/10.1016/j.compedu.2018.09.009
Sebetci, Ö., and Aksu, G. (2014). Evaluating e-government systems in Turkey: The case of the 'e-movable system'. Information Polity: The International Journal of Government and Democracy In The Information Age. 19(3/4), 225-243. doi:10.3233/IP-140341
Serdyukov, P. (2017).Innovation in education: what works, what doesn’t, and what to do about it?, Journal of Research in Innovative Teaching & Learning, 10(1): 4-33. https://doi.org/10.1108/JRIT-10-2016-0007
Sui X. H., Zhao G. D., Wang J. X., Zhang Y. X. (2020). Practical research on influence factors of ICT teaching competence of faculty—A case study of some colleges in Hunan province. China Educational Technology (in Chinese), 400(5), 128–134. https://doi.org/10.1177/21582440221114325
Tanju, E.& Hakkoymaz, S. (2022). The Role Of Speaking Self-Sufficiency And Problematic Internet Use In Predicting Prospective Teachers’ Reading Habits. Psycho-Educational Research Reviews, 11(1), 300–311. https://doi.org/10.52963/PERR_Biruni_V11.N1.19
Teo, T. (2013). A comparison of non-nested models in explaining teachers' intention to use technology. British Journal of Educational Technology, 44 (3), E81-E84. https://doi.org/10.1111/j.1467-8535.2012.01350.x
Türker, G., & Silman, F. (2020). A Qualitative Study on Identifying Problems in North Cyprus Education System. Psycho-Educational Research Reviews, 9(3), 7–16. Retrieved from https://perrjournal.com/index.php/perrjournal/article/view/101
Uluçınar, U. (2021). The Associations Between Learning-Teaching Conceptions and Technological Pedagogical Content Knowledge: A Structural Equation Modeling Study. Psycho-Educational Research Reviews, 10(2), 58–76. https://doi.org/10.52963/PERR_Biruni_V10.N2.04
UNESCO(2020). Education: From disruption to recovery. UNESCO. https://en.unesco.org/covid19/educationresponse (accessed Apr. 06, 2021).
Valimont R. B., Gangadharan S. N., Vincenzi D. A., Majoros A. E. (2007). The effectiveness of augmented reality as a facilitator of information acquisition in aviation maintenance applications. Journal of Aviation/Aerospace Education & Research, 16(2), 35–43. . https://doi.org/10.15394/jaaer.2007.1478
Wann-Yih, W., and Ching-Ching, K. (2015). An Online Shopping Behavior Model Integrating Personality Traits, Perceived Risk, and Technology Acceptance. Social Behaviour and Personality: An International Journal, 43 (1), 85-97. https://doi.org/10.2224/sbp.2015.43.1.85
Yang J. C., Chen C. H., Jeng M. C. (2010). Integrating video-capture virtual reality technology into a physically interactive learning environment for English learning. Computers & Education, 55(3), 1346–1356. https://doi.org/10.1016/j.compedu.2010.06.005
Derechos de autor 2024 Servicio de Publicaciones, Universidad de Murcia (España)
Esta obra está bajo una licencia internacional Creative Commons Atribución-CompartirIgual 4.0.
Las obras que se publican en esta revista están sujetas a los siguientes términos:
1. El Servicio de Publicaciones de la Universidad de Murcia (la editorial) conserva los derechos patrimoniales (copyright) de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia de uso indicada en el punto 2.
© Servicio de Publicaciones, Universidad de Murcia, 2024
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-CompartirIgual 4.0 Internacional (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones pre-print (versión antes de ser evaluada y enviada a la revista) y/o post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Color RoMEO: verde.
