<abstract xmlns="http://www.w3.org/1999/xhtml"><p> This paper investigates the potential of digital technologies for strengthening the participation and inclusion of learners with developmental and attention deficits (focus learners) into the mainstream classroom. The paper describes the authors’ approach to the challenge of researching the extent, to which digital technologies may support the learning process of focus learners - in particular in those aspects of the learning process that deal with the construction of learning products and the communication and dissemination of knowledge to peers, teachers or others. On the basis of the actual analysis and a succeeding discussion, the paper concludes that in order to create ownership, pedagogic strategies and interventions with digital technologies (whether viewed from the perspective of teaching or the perspective of learning) should incorporate opportunities for developing digital multimodal reifications. These, in turn, then stimulate learner reflection and awareness. Finally, the authors of the paper emphasize importance of opportunities for reflection, tools and structures for construction and dissemination of learners’ knowledge (to demonstrate “I am able to” and “I know”).</p></abstract>

This paper investigates the potential of digital technologies for strengthening the participation and inclusion of learners with developmental and attention deficits (focus learners) into the mainstream classroom. The paper describes the authors’ approach to the challenge of researching the extent, to which digital technologies may support the learning process of focus learners - in particular in those aspects of the learning process that deal with the construction of learning products and the communication and dissemination of knowledge to peers, teachers or others. On the basis of the actual analysis and a succeeding discussion, the paper concludes that in order to create ownership, pedagogic strategies and interventions with digital technologies (whether viewed from the perspective of teaching or the perspective of learning) should incorporate opportunities for developing digital multimodal reifications. These, in turn, then stimulate learner reflection and awareness. Finally, the authors of the paper emphasize importance of opportunities for reflection, tools and structures for construction and dissemination of learners’ knowledge (to demonstrate “I am able to” and “I know”).

Strengthening Inclusion of Learners with Attention Difficulties Through Interventions with Digital Technology in Processes of Production

European Journal of Open, Distance and E-Learning

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

This paper investigates the potential of digital technologies for strengthening the participation and inclusion of learners with developmental and attention...

Strengthening Inclusion of Learners with Attention Difficulties Through Interventions with Digital Technology in Processes of Production

Published Online: Jan 23, 2018

Page range: 45 - 60

DOI: https://doi.org/10.1515/eurodl-2017-0003

© 2018

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.