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dc.contributor.authorSantana-Valencia, Emma Verónica
dc.contributor.authorChávez-Melo, Giovanni
dc.date.accessioned2022-05-06T09:03:02Z
dc.date.available2022-05-06T09:03:02Z
dc.date.issued2022
dc.identifier.citationE. V. Santana-Valencia and G. Chávez-Melo, "Teachers and Digital Educational Inclusion in Times of Crisis," in IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, vol. 17, no. 2, pp. 110-114, May 2022, doi: 10.1109/RITA.2022.3166878es_ES
dc.identifier.urihttp://riull.ull.es/xmlui/handle/915/27365
dc.description.abstractThis article results from an investigation developed in a higher education institution. Participants are studying for a Master's degree in Pedagogy. The objective is to answer the following question: How have they adapted their educational practices to teach students with disabilities? A qualitative methodology was used through a questionnaire with 12 open questions. It was sent to 64 teachers. It is observed that the teachers affirm that it has been a complex process, they have been creative, seeking resources, making adjustments, and learning by themselves. They have not been able to optimally incorporate technology, which causes them discomfort.en
dc.language.isoeses_ES
dc.publisherIEEEes_ES
dc.relation.ispartofseriesIEEE Revista Iberoamericana de Tecnologias del Aprendizaje, vol. 17, no. 2, pp. 110-114, May 2022;
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleEl Profesorado y la Inclusión Educativa Digital en Tiempos de Crisises_ES
dc.typeinfo:eu-repo/semantics/article
dc.identifier.doi10.1109/RITA.2022.3166878
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones_ES


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Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internacional