Research Article
Dulcenombre de María Fernández-Montoro, Juan Manuel Trujillo-Torres, María Dolores Benítez-Márquez, Carmen Rocío Fernández-Fernández
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep653
ABSTRACT
This study addresses the training, benefits, and use of information and communication technology (ICT) by early childhood education (ECE) teachers working with children with autism in Andalusia, Spain. Specifically, it analyzes the impact of perceptions regarding the use and benefits of ICT on teacher training, in a context where digital transformations require specific skills and training. A snowball sampling method was used to collect data from 254 active teachers in early childhood education centers with autistic children. The data were analyzed using a partial least squares structural equation model. Additionally, control variables such as age, years of teaching experience, and years of experience with autistic children were included. The final model revealed that perceptions of the use and benefits of ICT have a positive impact on teacher training. Furthermore, years of experience in early childhood education with autistic children positively influenced training, while age had a negative impact. Teachers highlighted the need for equitable interventions and the importance of ensuring the presence of specialized teachers in autism in all educational centers. The study emphasizes the importance of teacher training in ICT to improve the education of children with autism. It highlights the need for specific resources, digital platforms, and specialized personnel in educational centers. It also underscores that, just like normotypical students, children with autism must be guaranteed access to quality education provided by qualified professionals.
Keywords: autism, information and communication technologies, teacher training, early childhood
Research Article
Sunagul Sani-Bozkurt, Sezgin Vuran, Yavuz Akbulut
CONT ED TECHNOLOGY, Volume 8, Issue 1, pp. 1-25
ABSTRACT
The current study aimed to design technology-supported interactive social stories to teach
social skills to children with autism spectrum disorder (ASD). A design-based research was
implemented with children with ASD along with the participation of their mothers, teachers,
peers and field experts. An iterative remediation process was followed through the
feedback of participants. The data collection process was further supported through
researcher notes, interviews, video-recorded observations and log files. Three cycles of
remediation were employed to improve the interactive materials, which lead them to be
perceived as pleasant, interesting, engaging and user-friendly. It was observed that children
gained useful non-target skills as well as the target behaviors. Interactive stories were
particularly helpful in raising satisfaction as they provided children with the opportunity to
make their own learning decisions.
Keywords: autism spectrum disorder, multimedia learning, interactive social stories, instructional design for special education, learners with special needs