Competencia Digital Docente e Inclusión Educativa en la escuela.Una revisión sistemática

  1. Itziar Kerexeta-Brazal
  2. Leire Darretxe-Urrutxi
  3. Pedro Martínez-Monje
Revue:
Campus Virtuales

ISSN: 2255-1514

Année de publication: 2022

Volumen: 11

Número: 2

Pages: 63-73

Type: Article

DOI: 10.54988/CV.2022.2.885 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: Campus Virtuales

Résumé

The pandemic situation produced by COVID-19 has highlighted the need for training and digital structures that respond to the isolation produced and to enable progress in creating higher-quality schools. This article analyses the variables inclusive education and digital teacher competence and their terminological derivatives in the K-12 sector worldwide in publications indexed in the WOS, Scopus, and Proquest databases over the last five years. The methodology was qualitative, using critical content analysis techniques through NVivo software. A total of 14 articles were reviewed and categorized in an emergent way responding to how the concepts and study variables are related. The conclusions indicate the need to design comprehensive, inclusive education policies that integrate teachers' digital competencies and the technological development of schools for fully inclusive and successful participation.

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La source de données: Dialnet