School Harnessing Inclusive Facilitator Technology
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School Harnessing Inclusive Facilitator Technology
Transcript of School Harnessing Inclusive Facilitator Technology
School Harnessing Inclusive Facilitator Technology
Presentation of results fromWP1 19.6.2020
Anette Bengs, Emmanuel AcquahÅbo Akademi University
Tasks of wp 1
TASK1: Identify competences from previous training received
TASK2: Identify digital competences and multidisciplinary competences related to inclusion
TASK3: Identify different inclusion needs and outputs
Demographics of respondents
Number of participants: n = 583 • Spain: 119• Cyprus: 318• Finland: 147Gender: females 379, males 203Age: Young (aged 18-39) 195, middle aged (40-59 years) 371, older (60+) 17Schools: Elementary 246, Secondary 274Location: Urban 243, suburban 34, rural 152, multiple 1
Task 1: Identify competences from previous training
Training competencies
458
271
57 52
123
196180
10650 33
10 19 100
50
100
150
200
250
300
350
400
450
500
Training in the use of technology and software for students' inclusion in the classroom(Spain, Cyprus, and Finland)
Training competencies
Training competencies
195
230
66 66
0
50
100
150
200
250
Yes No I don't know Not applicabale
Training has provided enough competencies to use digital tools to facilitateinclusion in class
Training competencies
25
60
200
138
78
53
0
50
100
150
200
250
Never Rarely Sometimes Often Very often Not applicable
The extent to which competencies received from training are applied
Training competencies
131
103 93
183
121
307
16
0
50
100
150
200
250
300
350
Tooexpensive
Lack ofemployersupport
Conflicswith workschedule
Not offeredor rare
Noincentives
Lack of time Other
Barriers to participate in training
Training needs (qual. data)
More focused training Digital training courses in general Specific training for special needs students Knowledge about apps that are user friendly Training in facilitating immigrant students and low achievers’ language education with digital support tools ICT support Concrete training in the use of the technology Concrete examples of how digital tools may be used or the current puropse and information about results
that are acquired Concrete examples of programs/apps/tools that may facilitate inclusion Concrete tips More time to participate in training Constant training
Task 2: Identify digital competences and multidisciplinary competences for inclusion.
Digital competences
related to inclusion
General technology (e.g. Computers,
projectors … Ques 8 & 13)
Multimedia technology
(camera, videos etc.)
Social media
Use of digital tools such as digital
games and books.
Use DT to foster and tailor teaching
and learning to student need
DT to foster social aspects of inclusion
(e.g. communication
between teacher-stud, teacher-
parent.
Indicators/Identification digital competences
Digital competencies
0
50
100
150
200
250
300
350
400
Computer/laptop Tablet Television Projector Interactivewhiteboards and
screens
Virtual reality Augmentedreality
Robots Assistivetechnology
Available technology in schools(Finland, Cyprus and Finland)
Not at all In some lessons In all lessons Upon request I don't know
Digital competencies
Yes65%
No26%
I don't know
9%
SPAIN
Yes46%
No44%
I don't know10%
CYPRUS
Yes68%
No19%
I don't know13%
FINLAND
323
200
60
0
50
100
150
200
250
300
350
Yes No I don't know
Technology equally available to all students
Digital competencies
512
229
38
58
141
193235 253
286
193
363
93
110
100
200
300
400
500
600
Generaltechnology
Mobiletechnology
Newtechnology
Assistivetechnology
Mutimediatechnology
Socialmedia
Apps Digitalgames
Onlineresources
Digitalbooks
Multimediasoftware
Assistivefunctions ingen. tech.
Notapplicable
Frequencies of school staff's use of technology and software
Digital competencies
493
432414
312
355
142
245278
0
100
200
300
400
500
600
Teaching objectives Availability Accessibility Students'preferences and
needs
Own familiarity Latest technology Curriculum policies Received training
Frequencies of what the school staff base their choices and use of digital toolsto facilitate inclusion in the classroom (all three countries)
Digital competencies
0
50
100
150
200
250
300
350
Comfortable usingdig. tools
Adapt and createtools
Discuss with staff Access to ICTsupport
Ask students aboutpreferences
Have enough timeto plan
All use same tech Disadv studentswork on same tasks
and subjects
Respondents' use of digital tools to facilitate inclusion
Strongly disagree Disagree Undecided Agree Strongly agree Not applicable
Digital competencies
3,9 3,913,5
4,123,66
3,01 3,342,96
1 1,1 1,81
1,5
1,51,4
1
0
1
2
3
4
5
6
Comfortable using Adapt and createtools
Discuss with staff Access to ICTsupport
Ask about stud.pref.
Have enough timeto plan
All use same tech Disadv studentswork on same tasks
and subjects
Mean values and standard deviations
Mean SD
Digital competencies
0
50
100
150
200
250
300
Frequencies of the use of digital tools to facilitate different apects of inclusion (q. 15)
Never Rarely Sometimes Quite often Very often
Digital competencies
2,823,18 2,84 2,98 2,77 3,08
2,52 2,62 2,58 2,76 2,56 2,56 2,34 2,53 2,61 2,862,03
1,11,1
1,1 1 1,31,4
1,3 1 1,11,1
1 1,1 1,31,3 1,2
1,2
1,2
0
0,5
1
1,5
2
2,5
3
3,5
4
4,5
5
Mean values and standard deviations
Mean values SD
Digital competencies
0
50
100
150
200
250
300
Teachers' use of digital tools to support academic, social and emotiona/behavioral inclusion (q16)
Not at all Rarely Sometimes Quite often Very often
Digital competencies
3,13 3,32,8 2,72 2,46 2,37 2,8 2,68 2,51 2,35 2,16 2,29 2,4 2,46 2,52 2,16 2,24
1 11,2 1,2
1,1 1,11,2 1,2 1,3 1,3
1,2 1,2 1,2 1,2 1,21,2 1,2
0
0,5
1
1,5
2
2,5
3
3,5
4
4,5
5
Mean values and standard deviations
Mean SD
Needs related to digital competencies(qual. data)
Evaluation tools Training games for students Digital training courses in general Specific training for special needs students Access to information about the latest/newest technology and how to apply them Technology that functions properly Language facilitative material Knowledge about apps that are user friendly Training in facilitating immigrant students and low achievers’ language education with digital support tools ICT support Concrete training in the use of the technology Concrete examples of how digital tools may be used or the current puropse and information about results
that are acquired Concrete examples of programs/apps/tools that may facilitate inclusion Concrete tips More time to participate in training Constant training
Multidisciplinary competencies for inclusion.
Multidisciplinarycompetencies
299
149
107
80
50
100
150
200
250
300
350
Yes No I don't know Notapplicable
Use of multidisciplinary teams in schools
4836
79
285
70
50
100
150
200
250
300
1 to 3 4 to 6 7 or more i don't know Not applicable
Number of times a team meets in a year
Current team involvement: n = 147(not involved: n = 394)
Multidisciplinary competencies
125
70
93
75
136
36 31
54
120126
52
5 10
28
4841 39
98
78
10
0
20
40
60
80
100
120
140
160
Professionals involved in multidisciplinary teams (Spain, Cyprus, and Finland)
Multidisciplinary competencies
Multidisciplinary competencies
0
50
100
150
200
250
SEN Low socio-economicbackground
Different language and culturalbackground
Problematic school absence Other
Multidisciplinary teamwork related to students with different characteristics(Spain, Cyprus, and Finland)
Never Rarely Occasionally Usually Always
Diagnosis and assessment
25%
Development of individual student plans
21%Implementation of student program
17%
Monitor student in program
14%
Evaluate student progress
22%
Other1%
FUNCTIONS OF MULTIDISCIPLINARY TEAMS (SPAIN, CYPRUS, FINLAND)
Strengths of multi-disciplinary work (qual. data)
Diversity of perspectives, models for problem solving, expertise, experiences Collaboration and teamwork Mutual support Sense of belonging and cohesiveness Flexibility Foresight Security Student-oriented approach More comprehensive understanding of the student and his or her problems Several adults supporting the student
Barriers for participating in multidisciplinary work (qual. data)
Lack of resources (economy, available professionals, energy, and time) Large number of cases Lack of motivation and willingness Vague leadership Different approach set by the management team Lack of support from the organisation Size of organisation Different perspectives of the severity of a student’s problem Lack of incentives Forced confidentiality related to the students Language and cultural background
Mulidisciplinary skillsneeded
Empathy and assertiveness Social and collaborative skills Capacity for reflection Willingness and motivation Analytical capacities Conflict resolution skills Emotional intelligence Decision-making capacity Digital skills Ability to follow-up and support Knowledge about laws and regulations Self-awareness Flexibility
Task 3:Identify different inclusionneeds and outputs
Indicators/Identification inclusion needs
Inclusive needs
Peer discussion of use of DT to
facilitate inclusion
Use of new DT to facilitate
inclusion (ques 8 & 14)
Paradigm shift from uncritically
following curriculum to
CLRT
Use DT to foster diversity
awareness, reduce bullying, support mental
health etc
DT to foster academic aspect
of inclusion = transversal skills,
math, science, literacy (PISA)
Thank you!
