<abstract xmlns="http://www.w3.org/1999/xhtml"><p> The purpose of this paper is to investigate in which ways technologies may be used to increase inclusion and a feeling of flow and self-efficacy in learning processes when it comes to learners with developmental and attention deficits (focus learners) in a mainstream classroom. The paper is one piece of outcome of a wider study on ICT facilitated inclusion, and this current piece of research addresses the challenges of enhancing focus learners’ comprehension when working with the curriculum. Several technologies have been tried out in a real school context and seven types of interventions are identified as valuable for focus learners’ capability in learning processes. The paper discusses the findings and concludes that conscious use of technology-based interventions makes it possible to provide learning challenges balanced to the learners’ individual skills. But a broader understanding and acceptance by all stakeholders of the specific challenges of this group of learners in mainstream educational systems seems needed to fulfil the potential.</p></abstract>

The purpose of this paper is to investigate in which ways technologies may be used to increase inclusion and a feeling of flow and self-efficacy in learning processes when it comes to learners with developmental and attention deficits (focus learners) in a mainstream classroom. The paper is one piece of outcome of a wider study on ICT facilitated inclusion, and this current piece of research addresses the challenges of enhancing focus learners’ comprehension when working with the curriculum. Several technologies have been tried out in a real school context and seven types of interventions are identified as valuable for focus learners’ capability in learning processes. The paper discusses the findings and concludes that conscious use of technology-based interventions makes it possible to provide learning challenges balanced to the learners’ individual skills. But a broader understanding and acceptance by all stakeholders of the specific challenges of this group of learners in mainstream educational systems seems needed to fulfil the potential.

Enhancing Understanding, Flow And Self-Efficacy In Learners With Developmental And Attention Difficulties Through ICT-Based Interventions

European Journal of Open, Distance and E-Learning

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

The purpose of this paper is to investigate in which ways technologies may be used to increase inclusion and a feeling of flow and self-efficacy in learning...

Enhancing Understanding, Flow And Self-Efficacy In Learners With Developmental And Attention Difficulties Through ICT-Based Interventions

Data publikacji: 23 sty 2018

Zakres stron: 154 - 175

DOI: https://doi.org/10.1515/eurodl-2017-0010

Słowa kluczowe
inclusion, ICT, special education, attention deficits, learning, differentiation

© 2018

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

Enhancing Understanding, Flow And Self-Efficacy In Learners With Developmental And Attention Difficulties Through ICT-Based Interventions

Data publikacji: 23 sty 2018

Zakres stron: 154 - 175

DOI: https://doi.org/10.1515/eurodl-2017-0010

Słowa kluczoweinclusion, ICT, special education, attention deficits, learning, differentiation

© 2018

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

Słowa kluczowe
inclusion, ICT, special education, attention deficits, learning, differentiation