Evaluación de una escala sobre conocimiento de las TIC aplicadas a la inclusión educativa: Un enfoque desde el Modelo de Respuesta Graduada

Lucía María Parody García; Juan José Leiva Olivencia; Dolores Pareja de Vicente; Antonio Matas Terrón

doi:10.24310/ijtei.102.2024.20202

Authors

Lucía María Parody García Universidad de Málaga, Spain https://orcid.org/0000-0002-9612-6024
Juan José Leiva Olivencia Universidad de Málaga, Spain https://orcid.org/0000-0002-0082-1154
Dolores Pareja de Vicente Universidad de Málaga, Spain https://orcid.org/0009-0005-2116-245X
Antonio Matas Terrón Universidad de Málaga, Spain https://orcid.org/0000-0003-1401-4932

DOI:

https://doi.org/10.24310/ijtei.102.2024.20202

Keywords:

GRM, diagnostic instrument, ICT, inclusion, initial teacher training

Abstract

The rapid advance of Information and Communication Technologies (ICT) represents a crucial challenge and opportunity for contemporary society. These tools have not only transformed the way people communicate and work, but have also redefined pedagogical paradigms, posing new demands and possibilities for education systems. The incorporation of these resources in the classroom promotes educational equity and quality, preparing students with functional diversity for an increasingly digitalized world and favoring accessible, innovative and inclusive teaching-learning processes. The aim of this study is to evaluate a scale to measure prospective teachers knowledge of ICT applied to educational inclusion using the Graduated Response Model (GRM). A psychometric study was carried out on a non-probabilistic sample of 684 university students of the Degree in Primary Education from different andalusian public universities, using a reduced version of the Knowledge Scale of ICT applied to people with disabilities by Cabero-Almenara et al. (2016). The data reflect significant diversity in participants knowledge of ICT applied to people with disabilities. In addition, the accuracy in estimating latent scores supports the validity of the measurement instrument. The results indicate that the scale used is not only effective in measuring the average knowledge of the participants, but it is also capable of detecting significant variations among individuals. Therefore, it is concluded that this scale is a useful predictive tool for identifying training deficiencies and designing training programs that respond to these needs.

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Author Biographies

Lucía María Parody García, Universidad de Málaga,

First and last name: Lucía María Parody García

Institutional affiliation: Departamento de Didáctica y

Organización Escolar, Facultad de Ciencias de la Educación de la Universidad de Málaga (España)

ORCID: https://orcid.org/0000-0002-9612-6024

Juan José Leiva Olivencia, Universidad de Málaga,

First and last name: Juan José Leiva Olivencia

Institutional affiliation: Departamento de Didáctica y

Organización Escolar, Facultad de Ciencias de la Educación de la Universidad de Málaga (España)

ORCID: https://orcid.org/0000-0002-0082-1154

Dolores Pareja de Vicente, Universidad de Málaga,

First and last name: Dolores Pareja de Vicente

Institutional affiliation: Departamento de Didáctica y

Organización Escolar, Facultad de Ciencias de la Educación de la Universidad de Málaga (España)

ORCID: https://orcid.org/0009-0005-2116-245X

Antonio Matas Terrón, Universidad de Málaga,

First and last name: Antonio Matas Terrón

Institutional affiliation: Departamento de Teoría e

Historia de la Educación y Métodos de Investigación y Diagnóstico en Educación de la Facultad de

Ciencias de la Educación de la Universidad de Málaga (España)

ORCID: https://orcid.org/0000-0003-1401-4932

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