Teachers and Digital Educational Inclusion in Times of Crisis

• Emma Verónica Santana-Valencia ^[1] ; Giovanni Chávez-Melo ^[1]
  1. [1] Universidad Popular Autónoma del Estado de Puebla

     Universidad Popular Autónoma del Estado de Puebla

     México

     
• Localización: Revista Iberoamericana de Tecnologías del Aprendizaje: IEEE-RITA, ISSN 1932-8540, Vol. 17, Nº. 2, 2022, págs. 110-114
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This article results from an investigation developed in a higher education institution. Participants are studying for a master’s degree in Pedagogy. The objective is to answer the following question: How have they adapted their educational practices to teach students with disabilities? A qualitative methodology was used through a questionnaire with 12 open questions. It was sent to 64 teachers. It is observed that the teachers affirm that it has been a complex process, they have been creative, seeking resources, making adjustments, and learning by themselves. They have not been able to optimally incorporate technology, which causes them discomfort.