La inclusió educativa en la formació inicial del professorat en competència digital docent: Disseny i desenvolupament d'un instrument d'avaluació d'aplicacions mòbils per a la intervenció educativa amb persones autistes

Identifier:  TDX:3095

Handle: https://hdl.handle.net/20.500.11797/TDX3095

Authors:  Sanromà Giménez, Mònica

Abstract:
In the context of the challenges of guaranteeing an inclusive, equal and quality education, digital technologies (DT) offer a new way of developing learning opportunities that are personalised for all students, regardless of their abilities and characteristics. In the case of autistic people, the educational use of DT is an effective strategy for approaching the two principal areas of educational intervention (socio-communication and behaviour). Hence the large quantity of digital educational resources, especially mobile applications (APPS), available from digital catalogues and repositories. Given the range of available resources, teachers need to evaluate them critically in order to choose those that will best facilitate learning, that is, those that are suitable for the educational needs of each person and to the educational intervention. Consequently, teachers need to develop their teacher digital competence (TDC) and to have clear selection and evaluation criteria that enable them to choose digital educational resources effectively. The present study aims to contribute to this situation from the field of educational research. To do so, the study sets out two general objectives framed in the context of initial teacher training in TDC and the educational attention given to autistic people by means of DT. The first objective is to define a strategy for the initial teacher training in TDC that incorporates the use of DT for educational inclusion. The second objective aims to create an instrument that can evaluate APPS in terms of their relevance to educational interventions with autistic people. The study’s methodology is Educational Design Research (EDR) implemented in four iterations. All stages of the process have involved experts from different areas and teachers who are either in initial training or already practising. Data have been collected using different techniques: surveys, documentary analysis (narrative review and systematic review), participatory observation, and expert opinions using the Delphi method. The data were processed using qualitative and quantitative techniques. In line with the aims of the research, the principal results are presented in two proposals and final recommendations: (1) a set of directives and didactic examples on how to work on TDC in initial teacher training from t