With the passing of the years, Information and communication technology (ICT) has acquired a place in society. Information and communication technology has become an integral part of our lives. They have shaped many of the activities we carry out day by day, such as the way we communicate, the way we read, the way we see the world and, of course, the way we learn. hese changes have transformed the belief that education is a personal aspect that concerns only teachers and students. Information, communication technology is promising a huge opportunity for both teachers and learners to give and gain equality. With the demographic changes that the whole world is facing, countries face the need to handle the provision of education to the whole population especially to minority and disadvantaged groups. This right truly represents a social challenge that should be reflected in diverse attempts to identify, analyze and further work to eliminate barriers. We could say technological tools are granting an outmost opportunity to reach all students in classes, to make lessons interesting, interactive and diverse, but most importantly, ICT is promising a unique opportunity to fulfill the right to education to the entire population. Many countries around the world are developing different ICT policies, mainly aimed at special education and education to minority groups. In this regard, many aspects such as context, teacher education on ICT, policies, resources and access are crucial when efforts are given to include technology in classrooms.
- Cover
- Title page
- Copyright page
- Tabla de contenido
- Introduction
- Qualitative research methodology
- ICT in schools and intercultural education in Bolivia.
Challenges of digital inclusion
- Abstract
- 1. Introduction
- 2. Methodology and characteristics of the Bolivian sample
- 3. Results
- Discussion
- References
- ICT in schools in Brazil: Challenges of implementation,
modernization and inclusion of education system through
digital media from the perspective of experts from
inclusion, education and human rights sectors
- Abstract
- Introduction
- Territory and Brazil sample characteristics
- Results of the interviews
- ICT-based solutions that instructors and teachers apply most in their educational activities
- Main barriers to the implementation of modern ICT-based solutions
- Use of the country’s hardware and human potential to further increase the effectiveness of ICT-supported learning
- Business sector support for learning and inclusion through the use of ICT
- Innovations used in schools
- Support for the development of ICT-related skills among those responsible for learning and digital inclusion
- Methods and strategies that we must adopt to develop open educational resources in Brazil
- Using open educational resources to collaborate with the disadvantaged groups, for example, immigrants, the unemployed, people with disabilities, and the elderly
- Support from government agencies for the use of ICT in learning and inclusion
- Discussion
- References
- The role of ICT and its pedagogical contributions to education in the Dominican Republic: Advances in educational innovation for inclusion and technological literacy from the perspective of higher education institutes, policymakers, and ministries
- Abstract
- Introduction
- Territory and characteristics of the Dominican Republic sample
- Results
- Barriers to the implementation of ICT resources in Education in the Dominican Republic
- Hardware and human potential for education through ICT
- The role of the business sector in education
- Educational innovations in the Dominican Republic
- Development of ICT-related skills among people responsible for learning and digital inclusion
- Open educational resources and work with disadvantaged groups
- Government support for ICT use and educational inclusion
- Conclusions
- Acknowledgments
- References
- ICT in Teaching, Learning, and Inclusion: Benefits and Difficulties in Ecuador
- Abstract
- Introduction
- Ecuadorian sample characteristics
- Methodology and data collection tool
- Results
- Lack of continuity in the use of ICTs and technology
- Impact on students’ improvement by using ICTs
- Connectivity and access to ICT in education in Ecuador
- Inclusion and ICTs
- Hardware and training in education
- Attitudes and use of ICTs in education
- Conclusions
- References
- The role of ICT and its pedagogical contributions in Finnish education: Advances in educational innovation for inclusion and technological literacy from the perspective of stakeholders
- Abstract
- Introduction
- Study participants
- Ethical concerns
- Results
- Feedback and analytics – for groups requiring support
- Conclusions
- References
- ICT in schools and non-formal education in Poland. Challenges of digital literacy development, modernisation of education system and digital inclusion through new media from the perspective of experts from business, education and NGO sectors
- Abstract
- Introduction
- Territory and Polish sample characteristics
- Results
- Obstacles to introduction of modern ICT-based solutions in Poland
- Hardware and human potential and ICT-mediated education
- Role of business in educational sector
- ICT and education innovations in Poland
- Supporting development of ICT-related skills among people responsible for learning and digital inclusion
- Open education resources and work with disfavored groups
- Supporting ICT use in learning and social integration in Poland in the light of government actions
- Discussion
- References
- Exploring needs of ICT for Enhancing Inclusive Education in Turkey: Challenges of ICT Integration in education through the views of experts from business, government and university sectors
- Abstract
- Introduction
- Research Group
- Data Collection Tool
- General İnformation
- Feedback and analytics – for groups requiring support
- Data Collection
- Data Analysis
- Results
- Discussions
- Acknowledgment
- References
- Challenges of Information and Communication Technologies (ICT) in education from the perspective of experts in Uruguay
- Abstract
- Introduction
- Methodology
- Background information
- Results
- Discussion
- Further studies
- References
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