Does teachers' digital competence foster educational inclusion?
Abstract
Research has shown that both educational inclusion and digital competence are priorities in education today. However, not all studies link these two issues. Therefore, this article, which is part of a broader research, aims to analyse the meaning of educational inclusion and teachers' digital competences in the case of conectandoescuelas.org in order to identify aspects that facilitate better quality in education. We conducted a qualitative study through 6 focus groups meetings in the Basque Country and Latin America with K-12 teachers. The data were transcribed and analysed using the semantic analysis software NVIVO 1.2 Release. It was found that society is becoming increasingly technological and this has an impact on schools. While it is not easy to define what it means to be digitally competent and educationally inclusive, teachers face barriers in implementing ICT in their daily lives. Although they have facilitating applications in the teaching-learning process, more training is still needed to respond to current challenges.
The conclusions indicate that technology and digital competences for teachers can support educational inclusion, although at present they are still theoretical and idealised constructs that require more contextualised training to respond to the great challenge facing schools today.
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