NDLI: ICT in Portuguese reference schools for the education of blind and partially sighted students

Content Provider	Springer Nature Link
Author	Ramos, Sara Isabel Moça Andrade, António Manuel Valente
Copyright Year	2014
Abstract	Technology has become an essential component in our society and considering its impact in the educational system, Information and Communication Technologies (ICT) cannot be dissociated from the educational process and, in particular, from pedagogical practices adopted for students who are blind or partially sighted. This study focuses on Portuguese reference schools for the education of blind and partially sighted students, regulated by the Decree-Law No. 3/2008, in which are concentrated the human and material resources that can offer an educational response with quality for these students with special education needs. The study intends to analyse the perceptions of the teachers, who teach visually impaired students in middle school and secondary school education in these reference schools, of their knowledge, teaching and training in the area of ICT, as well as of the real ICT integration in the teaching and learning of these students. A survey, which has been applied to these teachers in the 2012/13 school year, was adopted as a method of data collection. The results reveal a sample confident in their technological capabilities, however with little resourcefulness in some tools and software specific to the area of visual impairment and a very significant number of teachers ignoring many of these. The implementation of ICT with students who have visual disabilities is lower compared with the sighted students. The lack of specific training is considered to be the main obstacle for teachers, with regard to the real integration of ICT in the teaching and learning of these students.
Starting Page	625
Ending Page	641
Page Count	17
File Format	PDF
ISSN	13602357
Journal	Education and Information Technologies
Volume Number	21
Issue Number	3
e-ISSN	15737608
Language	English
Publisher	Springer US
Publisher Date	2014-07-22
Publisher Place	New York
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Visual impairment Information and communication technologies Assistive technology Teacher training Portugal Computers and Education Educational Technology User Interfaces and Human Computer Interaction Education Information Systems Applications (incl. Internet) Computer Application in Social and Behavioral Sciences
Content Type	Text
Resource Type	Article
Subject	Education Library and Information Sciences E-learning

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Technology and education: ICT in Ugandan secondary schools

Teaching style, ICT experience and teachers’ attitudes toward teaching with Web 2.0

ICT action school development at Helen Parkhurst Dalton School

Everyday personal laptop usage in secondary schools in Trinidad and Tobago

Sustaining technological innovation: The example of videoconferencing in English Schools

Barriers to the integration of computers in early childhood settings: Teachers’ perceptions

Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice

Challenges facing school leadership in promoting ICT integration in instruction in the public schools of Bahrain

Integrating ICT into College English: An implementation study of a national reform

ICT in Portuguese reference schools for the education of blind and partially sighted students

Similar Documents

Technology and education: ICT in Ugandan secondary schools

Teaching style, ICT experience and teachers’ attitudes toward teaching with Web 2.0

ICT action school development at Helen Parkhurst Dalton School

Everyday personal laptop usage in secondary schools in Trinidad and Tobago

Sustaining technological innovation: The example of videoconferencing in English Schools

Barriers to the integration of computers in early childhood settings: Teachers’ perceptions

Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice

Challenges facing school leadership in promoting ICT integration in instruction in the public schools of Bahrain

Integrating ICT into College English: An implementation study of a national reform

ICT in Portuguese reference schools for the education of blind and partially sighted students