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Children’s Inclusion to theEducational Process Possibilities using ICT tools: Students’ Approach
... Labutė and others note that the following aspects of information and communication technologies are most often analysed in educational contexts: computer (hardware and software), computer networks and the Internet, as well as other digital devices (Labutė et al., 2015;Rasikienė, 2013). ICT means increase operational efficiency and allow to achieve new 468 results of activity achievements in the field of education (Gulbinas & Arkušauskaitė, 2015). ICT helps to develop a new learning environment with a diversity of information sources and communication means, in which it is easy to train up skills of critical thinking, integrate topics of various fields, apply active methods of teaching, highlight and develop individual abilities of a child, teach to work independently and in a group (Dudzinskienė et al., 2010;Brazdeikis, 2009;Neighbors, 2014;Raut &Patil, 2016 et al.). ...
The article reveals opportunities of information communication means in creating experiential teaching environments and provides insights for the development of experiential teaching/learning opportunities in a primary school. Experiential learning, which treats a person as a whole and emphasizes one’s unlimited potential opportunities, covers all three dimensions of teaching/learning: cognitive (i.e. perceptual), effective (emotional) and social (behavioural), and accordingly is a condition for the teaching/learning success. A qualitative research that involved teachers of primary schools (teachers of 1-2 and 3-4 grades) has been carried out. Content analysis of the results of the research revealed the essential conditions for using ICT means in creating experiential teaching/learning environments in a primary school and preconditions for creating experiential learning environments: sufficient special competences of primary school teachers to use ICT means, insufficient competences to create an experiential teaching/learning environment in a school (lack of knowledge and skills), lack of ICT means in classrooms, lack of cooperation between primary education teachers and of their motivation.
While many books explore the possibilities for developing inclusive practices in schools, and 'inclusion' is widely regarded as a desirable goal, much of the literature on the subject has been narrowly concerned with the inclusion of pupils with special educational needs. This book however, takes the view that marginalisation, exclusion and underachievement take many forms and affect many different kinds of child. As such, a definition of inclusion should also touch upon issues of equity, participation, community, entitlement, compassion, respect for diversity and sustainability. Here the highly regarded authors focus on: barriers to participation and learning experienced by pupils the practices that can overcome these barriers the extent to which such practices facilitate improved learning outcomes how such practices can be encouraged and sustained within schools and LEAs. The book is part of the Improving Learning series, published in partnership with the Teaching and Learning Research Project. © 2006 Mel Ainscow, Tony Booth and Alan Dyson. All rights reserved.
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