图书简介
This book is about the promotion and development of digital solutions for inclusive education, including a variety of hardware, software, digital learning materials, and digital learning content currently available on the market. All of these technological solutions serve as support materials and building blocks for inclusive learning environments but, at the same time, can involve hidden risks which may inadvertently create even greater gaps in inclusive education. This book provides strategies and methodologies that promote the development of opportunities for using digital technologies to support inclusive education. It provides an, understanding how to close the current digital gap while ensuring that the digital technologies selected do not support new risks of exclusion from the digital learning environment, strengthening and augmenting the already existing digital divide.
Introduction Linda Daniela.- Digital learning materials for inclusive education Linda Daniela.- Open Educational Resources for inclusive education TBC.- How to ensure inclusive digital learning space? Legislative perspective TBC.- Digital Education For Approaching The Affective Domain In Mathematics Learning Teresa F. Blanco, Alejandro Gorgal-Romarís, Cristina Núñez-García, Pablo G. Sequeiros (Spain).- Robotics in early school years to promote inclusion Filipe T. Moreira (Portugal).- Inquiry-based learning focused on inclusive education in programming of robots: challenges, experience and feedback of first cycle students Rasa Bruzgiene, Lina Narbutaite, Tomas Adomkus, Jurate Pauliute, Nadezda Kunicina (Lithuania, Latvia).- Design transmedia content for inclusive educational environments Polyxeni Kaimara, Ioannis Deliyannis, Andreas Oikonomou (Greece).- Student-centered active digital technologies for high-skills and giftedness students Scheila Aparecida Leal Dantas and Luciano Frontino de Medeiros (Brazil).- Vulnerable Children Digital Education during COVID-19 Pandemic: The Role of Social Work in Preventing the Widening of the Digital Gap Soňa Kalenda, Alice Gojová, Ivana Kowaliková, Antonio López Peláez (Czech Republic, Spain).- Challenges to digital inclusion in the times of pandemic: the case of Austria Seyda Subasi Singh, Lisa-Katharina Moehlen (Austria).- Integrating digital pedagogies in the era of the inclusive education: needs analysis and use cases from the perspective of the visitor project Theodora K. Kouvara, Christoforos V. Karachristos, Stavroula A. Karasoula, Theofanis and methodologies Orphanoudakis, Maria Aristeidou, Alexis Lacapele, Berenger Dupont, Joe Batsi (Greece, UK, France, Belgium).- Detecting Biases in NLP Resources and Tools Relevant to Education Mevlüt Bagci, Alexander Mehler (Austria).- Scales of Inclusion in a Vertically Integrated Program for Community Focused Interactive Experiences Joshua A. Fisher, Lauren Liss (USA).- New configurations of inclusive education: contributions of Brazilian edtechs to accessibility and inclusion Marilene Santana dos Santos Garcia, Andrea Filatro (Brazil).- A Step Further in Digital Divide: Information and Strategic Skills of the Academy Nur Samancioglu, Silvia Nuere, Laura de Miguel Álvarez, Esperanza Macarena, Ruiz Gómez (Spain).- Towards an inclusive digital learning environment in higher education: opportunities and limitations from students’ remote learning experience Sanita Baranova, Dita Nīmante, Daiga Kalniņa (Latvia).- HE students’ training towards inclusion; VR introduces SAR technologies for digital.- inclusion Sofia Pliasa, Lefkothea Kartasidou, Nikolaos Fachantidis (Greece).- Reconstruction of the phenomenon of social inclusion within digital-based learning in academia – voices from Europe Joanna Leek, Anna Jarkiewicz (Poland).- The use of psychogeography and digital technologies to tackle early school leaving risks in the Pedagogical Sufficiency Program of the Audio
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