The European Project IA-ME (Innovative methods and Artificial Intelligence in MOOC for special needs teacher Education) aims to support teachers in inclusive education by introducing a technological tool guiding them from evaluation to the implementation and monitoring of individualized educational plans for Special Educational Needs (SEN) students. The project encompasses 5 work packages with initial findings stemming from focus groups conducted across all IA-ME partner countries (Italy, Hungary, Spain, Greece, Turkey). Focus groups are a well-established method in educational research, offering realistic settings where participants can interact, influencing and being influenced by each other (Casey & Crueger, 2000). Our focus groups were designed to collect teachers' views and practices on using technology to enhance inclusive education. Each partner country led two focus groups in various schools including public, charter and private institutions. A total of fifty-two teachers (Female: 43; age range: 24-62 years), belonging to primary and middle schools, actively participated in all sections. The sample included 16 general and 16 SEN teachers, while 20 teachers fell into both categories, with professional experience ranging from 2 to 37 years. Before the FG, participants were asked to complete the MyDigiSkills questionnaire (https://mydigiskills.eu/it/), to evaluate their digital competencies. Teachers from each partner country answered 14 questions, led by a moderator with two observers. For each focus group, a thematic analysis was carried out by each partner research team and results were summarized into a unified report. Here, we focused on 7 questions out of the initial 14 questions, selecting those that aroused the most interest and garnered significant responses across all partner countries. In particular, we explored: the concept of inclusive teaching by teachers, their experience in using inclusive practices supported by technology, expectations about the potential of technology, the degree of flexibility in the integration of technology, and the obstacles and facilitators encountered in their daily practice, and the type of Educational Technology (ED-Tech) frequently used. Finally, we addressed the possible use of technological tools for the drafting of Individualized Educational Plans (IEP). A common vision emerged for the concept of inclusive teaching, stressing the importance of adapting and personalizing teaching catering to students’ needs. The findings suggest that technology integration not only boosts student’s motivation and enhances educational pathways, but also provides critical support for teachers in lesson preparation. Indeed, teachers believe that technology could represent a useful resource for personalizing educational paths and preparing interactive and engaging teaching materials. Moreover, the discussions underscored the need for extremely flexible teaching practices to incorporate new technologies, although time constraints pose a significant barrier to acquiring the necessary technological skills. However, participants highlighted several obstacles in their daily work, including insufficient technological training and inadequate infrastructure to integrate. The Ed-Techs frequently used by teachers relied on: evaluation and feedback systems (e.g., Kahoot, Quizziz, Mentimeter), learning platforms (e.g., Wordwall, Youtube), and software creation of educational content (e.g., Canva, Mindomo). Notably, all partner countries, except Italy, reported to use technological tools to create Individualized Education Plans. Despite this, there was a strong interest among all focus group participants in employing technology to develop these plans, albeit with concerns about maintaining empathy and direct contact with students and their families. To conclude, results highlight a keen interest by teachers in the use of technologies within their daily work. Teachers view technology as a supplementary tool that enhances personalization and inclusivity within the educational environment, rather than as a replacement for traditional teaching methods. To fully leverage technology in creating a cutting-edge, equitable and inclusive school environment across Europe, further efforts are needed to assess and address the obstacles and resistances encountered.
TEACHERS’ PERSPECTIVES AND CHALLENGES IN INCLUSIVE EDUCATION: INSIGHTS FROM IA-ME PROJECT FOCUS GROUPS
ANGELO REGA
2024-01-01
Abstract
The European Project IA-ME (Innovative methods and Artificial Intelligence in MOOC for special needs teacher Education) aims to support teachers in inclusive education by introducing a technological tool guiding them from evaluation to the implementation and monitoring of individualized educational plans for Special Educational Needs (SEN) students. The project encompasses 5 work packages with initial findings stemming from focus groups conducted across all IA-ME partner countries (Italy, Hungary, Spain, Greece, Turkey). Focus groups are a well-established method in educational research, offering realistic settings where participants can interact, influencing and being influenced by each other (Casey & Crueger, 2000). Our focus groups were designed to collect teachers' views and practices on using technology to enhance inclusive education. Each partner country led two focus groups in various schools including public, charter and private institutions. A total of fifty-two teachers (Female: 43; age range: 24-62 years), belonging to primary and middle schools, actively participated in all sections. The sample included 16 general and 16 SEN teachers, while 20 teachers fell into both categories, with professional experience ranging from 2 to 37 years. Before the FG, participants were asked to complete the MyDigiSkills questionnaire (https://mydigiskills.eu/it/), to evaluate their digital competencies. Teachers from each partner country answered 14 questions, led by a moderator with two observers. For each focus group, a thematic analysis was carried out by each partner research team and results were summarized into a unified report. Here, we focused on 7 questions out of the initial 14 questions, selecting those that aroused the most interest and garnered significant responses across all partner countries. In particular, we explored: the concept of inclusive teaching by teachers, their experience in using inclusive practices supported by technology, expectations about the potential of technology, the degree of flexibility in the integration of technology, and the obstacles and facilitators encountered in their daily practice, and the type of Educational Technology (ED-Tech) frequently used. Finally, we addressed the possible use of technological tools for the drafting of Individualized Educational Plans (IEP). A common vision emerged for the concept of inclusive teaching, stressing the importance of adapting and personalizing teaching catering to students’ needs. The findings suggest that technology integration not only boosts student’s motivation and enhances educational pathways, but also provides critical support for teachers in lesson preparation. Indeed, teachers believe that technology could represent a useful resource for personalizing educational paths and preparing interactive and engaging teaching materials. Moreover, the discussions underscored the need for extremely flexible teaching practices to incorporate new technologies, although time constraints pose a significant barrier to acquiring the necessary technological skills. However, participants highlighted several obstacles in their daily work, including insufficient technological training and inadequate infrastructure to integrate. The Ed-Techs frequently used by teachers relied on: evaluation and feedback systems (e.g., Kahoot, Quizziz, Mentimeter), learning platforms (e.g., Wordwall, Youtube), and software creation of educational content (e.g., Canva, Mindomo). Notably, all partner countries, except Italy, reported to use technological tools to create Individualized Education Plans. Despite this, there was a strong interest among all focus group participants in employing technology to develop these plans, albeit with concerns about maintaining empathy and direct contact with students and their families. To conclude, results highlight a keen interest by teachers in the use of technologies within their daily work. Teachers view technology as a supplementary tool that enhances personalization and inclusivity within the educational environment, rather than as a replacement for traditional teaching methods. To fully leverage technology in creating a cutting-edge, equitable and inclusive school environment across Europe, further efforts are needed to assess and address the obstacles and resistances encountered.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
