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Inclusion Must Be Inferred by the Reader When Digitalizing Elementary Schools: A Text Analysis
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Author(s): Josefine Karlsson (Örebro University, Sweden)
Copyright: 2023
Pages: 21
Source title:
Handbook of Research on Advancing Equity and Inclusion Through Educational Technology
Source Author(s)/Editor(s): Paula Escudeiro (ISEP, Polytechnic of Porto, Portugal & GILT, ATHENA European University, Portugal), Nuno Escudeiro (ISEP, Polytechnic of Porto, Portugal & GILT, ATHENA European University, Portugal)and Oscar Bernardes (ISEP, Polytechnic of Porto, Portugal & University of Aveiro, Portugal & GILT, ATHENA European University, Portugal)
DOI: 10.4018/978-1-6684-6868-5.ch014
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Abstract
Digital tools shift pedagogical dimensions which have consequences for education with learning opportunities and sense of belonging for all students. Digital teaching tools have possibilities to adapt to students' needs and create inclusive schools. The aim of this text analysis is to characterize how inclusion is considered in four Swedish school developing projects that digitalize teaching. Inclusion did not have a prominent position. Accessibility was discussed regarding having or not having devices, not how they were used to achieve learning for all students. Descriptions of adapting tools to students are sweeping and general. Students' needs are vaguely described and secondary to teachers' needs. Collaborations between student peers and several professions provided support for learning. Although scientific or theoretical models had shortcomings, research provided support for learning and implementing digital tools in education. Suggestions are made to bolster models to provide further help in developing inclusive digital education.
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