Strengthening Inclusion of Learners With Attention Difficulties Through Interventions With Digital Technology In Processes of Production

Elsebeth Korsgaard Sorensen [elsebeth@learning.aau.dk], Hanne Voldborg Andersen [voldborg@learning.aau.dk], Aalborg University [http://learning.aau.dk], Kroghstraede 3, 4.149, DK-9220 Aalborg Oest, Denmark

Abstract

This paper investigates the potential of digital technologies for strengthening the participation and inclusion of learners with developmental and attention deficits (focus learners) into the mainstream classroom. The paper describes the authors’ approach to the challenge of researching the extent, to which digital technologies may support the learning process of focus learners – in particular in those aspects of the learning process that deal with the construction of learning products and the communication and dissemination of knowledge to peers, teachers or others. On the basis of the actual analysis and a succeeding discussion, the paper concludes that in order to create ownership, pedagogic strategies and interventions with digital technologies (whether viewed from the perspective of teaching or the perspective of learning) should incorporate opportunities for developing digital multimodal reifications. These, in turn, then stimulate learner reflection and awareness. Finally, the authors of the paper emphasize importance of opportunities for reflection, tools and structures for construction and dissemination of learners’ knowledge (to demonstrate “I am able to” and “I know”).

Abstract in Danish

Denne artikel undersøger potentialet af digital teknologi for at styrke deltagelse og inklusion af elever med opmærksomhedsproblemer (fokus elever) i Folkeskolens normalklasser. Artiklen beskriver forfatternes tilgang til den udfordring det er at udforske graden af den support, som digitale teknologier tilbyder fokuselevers læreproces – især mht. de aspekter af læreprocessen som drejer sig om konstruktion af læringsprodukter og kommunikation/videndeling hos lærere og lærere-elever imellem. På basis af analysen og den efterfølgende diskussion, konkluderer artiklen at det i forhold til at understøtte ownership, er nødvendigt at pædagogiske strategier og intervensioner med digital teknologier i relation til denne målgruppe (uanset om perspektivet er undervisning eller læring) bør indeholde muligheder for at udvikle og producere digitale reifikationer, da disse synes at stimulere refleksion og styrke awareness generelt hos fokuseleverne. Endelig understreger forfatterne til artiklen vigtigheden af at etablere muligheder for refleksion, værktøjer og strukturer til konstruktion og udbredelse af fokuselevernes selverkendelse (at demonstrere “jeg kan dette” og “jeg ved dette”).

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Tags

e-learning, distance learning, distance education, online learning, higher education, DE, blended learning, ICT, MOOCs, information and communication technology, collaborative learning, internet, learning management system, LMS, interaction,

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