Actitudes del profesorado sobre la innovación con herramientas TIC multisensoriales en entornos inclusivos

• Jiménez-Ruiz, María ^[1] ; Martínez-Monés, Alejandra ^[1] ; Fernández-Faúndez, Eva María ^[1]
  1. [1] Universidad de Valladolid

     Universidad de Valladolid

     Valladolid, España

     
• Localización: RELATEC: Revista Latinoamericana de Tecnología Educativa, ISSN-e 1695-288X, Vol. 19, Nº. 2, 2020, págs. 29-45
• Idioma: español
• DOI: 10.17398/1695-288X.19.2.29
• Títulos paralelos:
  • Atitudes dos professores sobre inovação com ferramentas TIC multissensoriais em ambientes inclusivos
  • Teachers' attitudes about the innovation with multi-sensorial ICT tools in inclusive environments
• Enlaces
  • Texto completo
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Existe evidencia de que el uso de juegos digitales basados en herramientas multisensoriales proporciona beneficios en diferentes dimensiones del aprendizaje del alumnado con necesidades educativas especiales. Sin embargo, el uso de estas herramientas en aulas de infantil y primaria para favorecer la inclusión de dicho alumnado no ha sido tratado en profundidad. El trabajo tiene como objetivo analizar de qué modo la participación de un grupo de docentes en un programa de desarrollo profesional centrado en la integración en el aula de juegos basados en tecnologías multisensoriales, contribuyó a hacer evolucionar sus actitudes sobre la adopción de estas tecnologías en contextos escolares desde una perspectiva inclusiva. En esta investigación se ha empleado un método mixto con estrategia secuencial explicativa. Las técnicas e instrumentos empleados, entrevistas y cuestionarios, nos han permitido recabar datos sobre la evolución de las preocupaciones docentes tras la formación recibida en el marco del Proyecto Europeo INTELed. Los resultados muestran que los docentes otorgaron gran valor a las colaboraciones surgidas en el proyecto, y experimentaron una evolución hacia mayores grados de preocupación en relación con la sostenibilidad y la transferencia de este tipo de innovaciones en el aula.

  • português

    Há evidências de que a utilização de jogos digitais baseados em ferramentas multissensoriais proporciona benefícios em diferentes dimensões da aprendizagem para alunos com necessidades educacionais especiais. No entanto, o uso dessas ferramentas em salas de creches e escolas de ensino fundamental para favorecer a inclusão desses alunos não tem sido tratado em profundidade. O objetivo do trabalho é analisar como a participação de um grupo de professores em um programa de desenvolvimento profissional voltado para a integração em sala de aula de jogos baseados em tecnologias multissensoriais, contribuiu para evoluir suas atitudes quanto à adoção dessas tecnologias em contextos. escolares de uma perspectiva inclusiva. Nesta pesquisa, foi utilizado um método misto com uma estratégia sequencial explicativa. As técnicas e instrumentos utilizados, entrevistas e questionários, permitiram-nos recolher dados sobre a evolução das preocupações pedagógicas após a formação recebida no âmbito do Projecto Europeu INTELed. Os resultados mostram que os professores valorizaram muito as colaborações que surgiram no projeto, e experimentaram uma evolução para maiores graus de preocupação em relação à sustentabilidade e transferência deste tipo de inovações em sala de aula.

  • English

    There is evidence that the use of digital games based on multisensory tools provides benefits in different dimensions of learning for students with special educational needs. However, the use of these tools in early childhood and primary education classrooms to promote the inclusion of such students has not been treated in depth. The aim of this paper is to analyze how the participation of a group of teachers in a professional development program focused on the integration in the classroom of games based on multisensory technologies contributed to the evolution of their attitudes about the adoption of these technologies in school contexts from an inclusive perspective. In this research, a mixed method with a sequential explanatory strategy has been used. The techniques and instruments used, interviews and questionnaires, have allowed us to collect data on the evolution of the concerns that arose after the training received in the framework of the European project INTELed. The results show that the teachers highly valued the collaborations that emerged during the project, and that they experienced an evolution towards higher levels of concern regarding sustainability and transfer in this type of innovations in the classroom.

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