Welcome to the InfoSci Platform
Reference Hub3
Perceptions and Attitudes of Future Primary Education Teachers on Technology and Inclusive Education: A Mixed Methods Research

Perceptions and Attitudes of Future Primary Education Teachers on Technology and Inclusive Education: A Mixed Methods Research

Ana María Pinto-Llorente, María Cruz Sánchez-Gómez
Copyright: © 2020 |Volume: 13 |Issue: 3 |Pages: 21
ISSN: 1938-7857|EISSN: 1938-7865|EISBN13: 9781799805472|DOI: 10.4018/JITR.2020070103
Cite Article Cite Article

MLA

Pinto-Llorente, Ana María, and María Cruz Sánchez-Gómez. "Perceptions and Attitudes of Future Primary Education Teachers on Technology and Inclusive Education: A Mixed Methods Research." JITR vol.13, no.3 2020: pp.37-57. http://doi.org/10.4018/JITR.2020070103

APA

Pinto-Llorente, A. M. & Sánchez-Gómez, M. C. (2020). Perceptions and Attitudes of Future Primary Education Teachers on Technology and Inclusive Education: A Mixed Methods Research. Journal of Information Technology Research (JITR), 13(3), 37-57. http://doi.org/10.4018/JITR.2020070103

Chicago

Pinto-Llorente, Ana María, and María Cruz Sánchez-Gómez. "Perceptions and Attitudes of Future Primary Education Teachers on Technology and Inclusive Education: A Mixed Methods Research," Journal of Information Technology Research (JITR) 13, no.3: 37-57. http://doi.org/10.4018/JITR.2020070103

Export Reference

Mendeley
Favorite Full-Issue Download

Abstract

The goal of the current research was to explore the perceptions of the students in the last year of a degree in Primary Education towards technology and inclusive education. It employed a mixed method research with a combined use of qualitative and quantitative methods. The research population was comprised of 153 learners, and the quantitative sample consisted of 104 participants and the qualitative one 57. Quantitative data collection was conducted using a validated questionnaire, while the qualitative data were collected through individual semi-structured interviews. On analysing the results, it was emphasized the effectiveness of technology to design and implementation of inclusive practices. However, the results also pointed out the necessity to train students technically as well as pedagogically in the use of technological tools. Moreover, it was highlighted the lack of training in inclusive education and inclusive practices during the degree, training that students considered essential to be ready for their future careers.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.