RT Journal Article
T1 Teachers' digital competence to assiststudents with functional diversity:Identification of factors through logisticregression methods
A1 Cabero-Almenara, Julio
A1 Guillén-Gámez, Francisco D.
A1 Ruiz-Palmero, Julio
A1 Palacios-Rodríguez, Antonio
K1 Competencia en educación
K1 Educación inclusiva
AB We are experiencing a serious health crisis due to COVID-19 that has a major impact on the field of education. The educational system therefore needs to be updated and innovated, with the addition of digital resources, to adapt the teaching and learning processes to students with disabilities. To meet the goal of high-quality education, teachers must have adequate digital competence to face the educational demands that are placed on them. Therefore, the purposes of this study are: to know the teachers' knowledge about digital resources to support students with disabilities (O1); at each educational stage (O2), identify the variables that have a significant impact on the acquisition of teacher competence (O3); propose a selection of useful ICT resources for each type of disability (O4). An ex post facto design was used with 1194 teachers from Andalusia (Spain). The results showed the medium-low level of the teaching staff, especially in the higher education stage. In addition, gender, motivation, attitude and having students with special needs are determining factors in the development of teacher knowledge. The results highlight the urgent need for teachers to be trained in digital resources. We hope that the range of resources proposed in this study will help teachers enhance their teaching practice.
PB British Educational Research Association
YR 2022
FD 2022-07-11
LK https://hdl.handle.net/10630/35963
UL https://hdl.handle.net/10630/35963
LA eng
NO Cabero-Almenara, J., Guillén-Gámez, F. D., Ruiz-Palmero, J., & Palacios-Rodríguez, A. (2022). Teachers' digital competence to assist students with functional diversity: Identification of factors through logistic regression methods. British Journal of Educational Technology, 53, 41–57. https://doi.org/10.1111/bjet.13151
NO This study was funded by the SpanishMinistry of Science, Innovation andUniversities, Spain (Award: RTI2018-097214- B- C31). The present study is part of a larger research project entitled ‘Design,production and evaluation of t- MOOC for the teachers' acquisition of teaching digital competencies
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 20 ene 2026