Hostname: page-component-cb9f654ff-h4f6x Total loading time: 0 Render date: 2025-08-07T22:23:15.270Z Has data issue: false hasContentIssue false
  • English
  • Français

Digital Competence of Special Education Teachers: Impact, Challenges and Opportunities

Published online by Cambridge University Press:  14 July 2022

Marta Montenegro-Rueda Open the ORCID record for Marta Montenegro-Rueda [Opens in a new window]  and
José María Fernández-Batanero Open the ORCID record for José María Fernández-Batanero [Opens in a new window]
Marta Montenegro-Rueda*
Affiliation:
University of Sevilla, Spain
José María Fernández-Batanero
Affiliation:
University of Sevilla, Spain
*
*Corresponding author. Email: mmontenegro1@us.es
Get access Rights & Permissions [Opens in a new window]

Abstract

The digital training of teachers in general, and especially special education teachers, has become a key axis for transforming the education system in favour of quality education, equality and equity. This study provides a systematic review of the literature in four databases (Scopus, ERIC, Dialnet and Web of Science) on the level of digital competence of special education teachers during the period 2010–2021. A total of 25 studies were analysed. The results were organised according to the description of the studies (year of publication, country of production, methodological approach) and the conceptual analysis of the network, which allowed us to assess the impact, challenges and opportunities of the digital competence of special education teachers. The main results of the review show digital competence as a pending subject for special education teachers. In this sense, this review includes suggestions that can be carried out when developing training actions to improve the level of digital competence of special education teachers. This training is crucial for the learning and academic success of students with special educational needs.

Keywords

digital competenceteacher educationspecial educationsystematic review

Information

Type
Literature Review
Information
Australasian Journal of Special and Inclusive Education , Volume 46 , Issue 2 , December 2022 , pp. 178 - 192
Copyright
© The Author(s), 2022. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

Footnotes

†

This manuscript was accepted under the Editorship of Michael Arthur-Kelly.

References

Almeida, C. M., Jameson, J. M., Riesen, T., & McDonnell, J. (2016). Urban and rural preservice special education teachers’ computer use and perceptions of self-efficacy. Rural Special Education Quarterly, 35(3), 12–19. https://doi.org/10.1177/875687051603500303 CrossRefGoogle Scholar
Alotaibi, F., & Almalki, N. (2016). Saudi teachers’ perceptions of ICT implementation for student with autism spectrum disorder at mainstream schools. Journal of Education and Practice, 7(5), 116–124.Google Scholar
Altinay Aksal, F., & Altinay Gazi, Z. (2015). Examination on ICT integration into special education schools for developing countries. TOJET: The Turkish Online Journal of Educational Technology, 14(3), 70–72.Google Scholar
Artemova, E. E., Danilova, A. M., Podvalnaya, E. V., & Tishina, L. A. (2021). Assessing information and communicative competence of future special education teachers in the use of resources of the informational educational environment. Psychological Science and Education, 26(4), 54–68. https://doi.org/10.17759/pse.2021260405 CrossRefGoogle Scholar
Bari, S., Yasin, M. H. M., & Ramli, M. M. (2013). Computer-assisted teaching and learning among special education teachers. Asian Social Science, 9(16), 87–94. https://doi.org/10.5539/ass.v9n16p87 CrossRefGoogle Scholar
Cabero Almenara, J. (2007). Tecnología educativa [Educational technology]. McGraw Hill.Google Scholar
Cabero-Almenara, J., & Ruiz-Palmero, J. (2018). Las Tecnologías de la Información y Comunicación para la inclusión: reformulando la brecha digital [Technologies of information and communication for inclusion: Reformulating the “digital gap”]. IJERI, International Journal of Educational Research and Innovation, 9, 16–30.Google Scholar
Compagno, G., Cappuccio, G., & Pedone, F. (2016). Digital competence for the improvement of special education teaching. Journal of e-Learning and Knowledge Society, 12(4), 93–108.Google Scholar
De Moya Martínez, M. V., & Cózar Gutiérrez, R. (2013). Competencia emocional y competencia digital: ¿frontera infranqueable o paisajes complementarios? [Emotional competence and digital competence: An insurmountable frontier or complementary landscapes?] In Cózar Gutiérrez, R. & De Moya Martínez, M. V. (Eds.), Las TIC en el aula desde un enfoque multidisciplinar: Aplicaciones prácticas (pp. 13–28). Octaedro.Google Scholar
Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070 CrossRefGoogle Scholar
Echevarría Sáenz, A. C. (2014). Usos de las TIC en la docencia universitaria: opinión del profesorado de educación especial [Use of TIC (communication and information technologies) in university teaching: Opinion of special education professors]. Revista Actualidades Investigativas en Educación, 14(3), 1–24. https://doi.org/10.15517/aie.v14i3.16131 Google Scholar
Eligi, I., & Mwantimwa, K. (2017). ICT accessibility and usability to support learning of visually-impaired students in Tanzania. International Journal of Education and Development using Information and Communication Technology, 13(2), 87–102.Google Scholar
Esteve-Mon, F. M., Gisbert-Cervera, M., & Lázaro-Cantabrana, J. L. (2016). La competencia digital de los futuros docentes: ¿Cómo se ven los actuales estudiantes de educación? [Future teachers’ digital competence: What is the perception of current student teachers’?]. Perspectiva Educacional, Formación de Profesores, 55(2), 38–54. https://doi.org/10.4151/07189729-Vol.55-Iss.2-Art.412 Google Scholar
Fernández Batanero, J. M. (2008). La investigación en educación especial. Líneas temáticas y perspectivas de futuro [The research in special education. Thematic lines and perspectives]. Perfiles Educativos, 30(119), 7–32. https://doi.org/10.22201/iisue.24486167e.2008.119.61060 CrossRefGoogle Scholar
Fernández Batanero, J. M. (2018). TIC y la discapacidad. Conocimiento del profesorado de Educación Especial [ICT and disability. Knowledge of the special education teachers]. Hekademos: revista educativa digital, 24, 19–29.Google Scholar
Fernández-Batanero, J. M., Cabero, J., & López, E. (2019). Knowledge and degree of training of primary education teachers in relation to ICT taught to students with disabilities. British Journal of Educational Technology, 50(4), 1961–1978. https://doi.org/10.1111/bjet.12675 Google Scholar
Finfgeld-Connett, D., & Johnson, E. D. (2013). Literature search strategies for conducting knowledge-building and theory-generating qualitative systematic reviews. Journal of Advanced Nursing, 69(1), 194–204. https://doi.org/10.1111/j.1365-2648.2012.06037.x CrossRefGoogle ScholarPubMed
Fitzgerald, G., Koury, K., & Mitchem, K. (2008). Research on computer-mediated instruction for students with high incidence disabilities. Journal of Educational Computing Research, 38(2), 201–233. https://doi.org/10.2190/EC.38.2.e CrossRefGoogle Scholar
Florian, L. (2003). Editorial. Journal of Research in Special Educational Needs, 3(3), 139–140. https://doi.org/10.1111/1471-3802.00007 CrossRefGoogle Scholar
Galiano-Barrocal, L., Sanz-Cervera, P., & Tárraga Mínguez, R. (2015). Análisis del conocimiento, uso y actitud de las TIC por parte de Maestros de Educación Especial [Analysis of knowledge, use and attitude of ICT by special education teachers]. ReiDoCrea: Revista electrónica de investigación Docencia Creativa, 4, 359–369. https://doi.org/10.30827/Digibug.38588 Google Scholar
García García, M. & López Azuaga, R. (2012). Explorando, desde una perspectiva inclusiva, el uso de las TIC para atender a la diversidad [Exploring the use of ICT to meet diversity from an inclusive approach]. Profesorado. Revista de Currículum y Formación de Profesorado, 16(1), 277–293.Google Scholar
Gonçalves, S., & Ferreira, B. E. B. (2021). A convergência tecnológica e digital, o ensino remoto emergencial e os alunos com TDAH que frequentam os anos finais do ensino fundamental [Technological and digital convergence, emergency remote education and ADHD students who attend the final years of elementary school]. Texto Livre: Linguagem e Tecnologia, 14(1), Article e25043. https://doi.org/10.35699/1983-3652.2021.25043 CrossRefGoogle Scholar
Hall, R., Atkins, L., & Fraser, J. (2014). Defining a self-evaluation digital literacy framework for secondary educators: The DigiLit Leicester project. Research in Learning Technology, 22, 1–17. https://doi.org/10.3402/rlt.v22.21440 CrossRefGoogle Scholar
Horsley, T., Dingwall, O., & Sampson, M. (2011). Checking reference lists to find additional studies for systematic reviews. Cochrane Database of Systematic Reviews. https://doi.org/10.1002/14651858.MR000026.pub2 CrossRefGoogle Scholar
Iglesias, A., & Martín, Y. (2020). La producción científica en educación inclusiva: avances y desafíos [Scientific production in inclusive education: Progress and challenges]. Revista Colombiana de Educación, 1(78), 383–418. https://doi.org/10.17227/rce.num78-9885 Google Scholar
Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado. (2017). Marco Común de Competencia Digital Docente [Common framework for digital teaching competence]. https://aprende.intef.es/sites/default/files/2018-05/2017_1020_Marco-Com%C3%BAn-de-Competencia-Digital-Docente.pdf Google Scholar
Jee, J. & Kwak, S. (2019). An autoethnography on the digital literacy education experiences of a special education teacher for students with development disabilities. Journal of Special Education & Rehabilitation Science, 58(2), 431–461. https://doi.org/10.23944/Jsers.2019.06.58.2.19 CrossRefGoogle Scholar
Knoke, D., & Yang, S. (2007). Social network analysis (2nd ed.). SAGE Publications.Google Scholar
Lee, Y., Patterson, P. P., & Vega, L. A. (2011). Perils to self-efficacy perceptions and teacher-preparation quality among special education intern teachers. Teacher Education Quarterly, 38(2), 61–76.Google Scholar
Liu, G.-Z., Wu, N.-W., & Chen, Y.-W. (2013). Identifying emerging trends for implementing learning technology in special education: A state-of-the-art review of selected articles published in 2008–2012. Research in Developmental Disabilities, 34(10), 3618–3628. https://doi.org/10.1016/j.ridd.2013.07.007 CrossRefGoogle ScholarPubMed
Loiselle, J., & Chouinard, J. (2012). L’intégration des TIC et des aides technologiques par les orthopédagogues oeuvrant auprès des élèves handicapés ou en difficultés d’apprentissage [The integration of ICT and technological support by special-education teachers working with children with a handicap or learning disability]. Canadian Journal of Learning and Technology, 38(2), 1–19. https://doi.org/10.21432/T28C7X Google Scholar
López Núñez, J. A., Campos Soto, M. N., Aznar Díaz, I., & Rodríguez Jiménez, C. (2020). Competencia digital del profesorado para la atención al alumnado con dificultades de aprendizaje. Una revisión teórica [Digital competence of the teaching staff to attend to students with learning difficulties. A theoretical review]. Revista Electrónica Interuniversitaria de Formación del Profesorado, 23(2), 143–154. https://doi.org/10.6018/reifop.419171 CrossRefGoogle Scholar
Magyar, A., Krausz, A., Dóra Kapás, I., & Habók, A. (2020). Exploring Hungarian teachers’ perceptions of inclusive education of SEN students. Heliyon, 6(5), Article e03851. https://doi.org/10.1016/j.heliyon.2020.e03851 CrossRefGoogle ScholarPubMed
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), Article e1000097. https://doi.org/10.1371/journal.pmed.1000097 CrossRefGoogle ScholarPubMed
Muñoz Pérez, E., & Cubo Delgado, S. (2019). Competencia digital, formación y actitud del profesorado de educación especial hacia las tecnologías de la información y la comunicación (TIC) [Digital competence, special education teachers’ training and attitude towards the ICT (information and communication technologies)]. Profesorado. Revista de Currículum y Formación del Profesorado, 23(1), 209–241. https://doi.org/10.30827/profesorado.v23i1.9151 CrossRefGoogle Scholar
Ozdamli, F. (2017). Attitudes and opinions of special education candidate teachers regarding digital technology. World Journal on Educational Technology: Current Issues, 9(4), 191–200. https://doi.org/10.18844/wjet.v9i4.2581 Google Scholar
Palominos Bastias, M., & Marcelo García, C. (2021). Uso de tecnologías digitales para atender necesidades educativas especiales en la formación docente del educador diferencial [Use of digital technologies to meet special educational needs in the teaching training of differential teachers]. Pixel-Bit. Revista de Medios y Educación, 61, 231–256. https://doi.org/10.12795/pixelbit.78020 CrossRefGoogle Scholar
Perelmutter, B., McGregor, K. K., & Gordon, K. R. (2017). Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis. Computers & Education, 114, 139–163. https://doi.org/10.1016/j.compedu.2017.06.005 CrossRefGoogle ScholarPubMed
Pertegal-Vega, M. A., Oliva-Delgado, A., & Rodríguez-Meirinhos, A. (2019). Revisión sistemática del panorama de la investigación sobre redes sociales: Taxonomía sobre experiencias de uso [Systematic review of the current state of research on online social networks: Taxonomy on experience of use]. Comunicar, 27(60), 81–91. https://doi.org/10.3916/C60-2019-08 CrossRefGoogle Scholar
Priestley, M., Waddington, L., & Bessozi, C. (2010). Towards an agenda for disability research in Europe: Learning from disabled people’s organisations. Disability & Society, 25(6), 731–746. https://doi.org/10.1080/09687599.2010.505749 CrossRefGoogle Scholar
Ribeiro, J., & Moreira, A. (2010). ICT training for special education frontline professionals: A perspective from students of a master’s degree on special education. International Journal of Emerging Technologies in Learning, 5(SI2), 55–59. https://doi.org/10.3991/ijet.v5s2.1218 Google Scholar
Roblizo, M. J. & Cózar, R. (2015). Usos y competencias en TIC en los futuros maestros de educación infantil y primaria: hacia una alfabetización tecnológica real para docentes [ICT skills and uses of would-be primary and pre-school teachers: Towards a real technological literacy for educators]. Pixel-Bit. Revista de Medios y Educación, 47, 23–39. https://doi.org/10.12795/pixelbit.2015.i47.02 CrossRefGoogle Scholar
Samaniego, P., Laitamo, S.-M., Valerio, E., & Francisco, C. (2012). Informe sobre el uso de las tecnologías de la información y comunicación (TIC) en la educación para personas con discapacidad [Report on using information and communication technologies (ICTs) in education for persons with disabilities]. UNESCO; Trust for the Americas.Google Scholar
Sevillano, M. L., & Rodríguez, R. (2013). Integración de tecnologías de la información y comunicación en educación infantil en Navarra (Spain) [Integration of information technology and communication in early childhood education in Navarre (Spain)]. Pixel-Bit. Revista de Medios y Educación, 42, 75–87.Google Scholar
Siyam, N. (2019). Factors impacting special education teachers’ acceptance and actual use of technology. Education and Information Technologies, 24(3), 2035–2057. https://doi.org/10.1007/s10639-018-09859-y CrossRefGoogle Scholar
Starcic, A. I. (2010). Educational technology for the inclusive classroom. TOJET: The Turkish Online Journal of Educational Technology, 9(3), 26–37.Google Scholar
Starcic, A. I., & Bagon, S. (2014). ICT-supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970–2011. British Journal of Educational Technology, 45(2), 202–230. https://doi.org/10.1111/bjet.12086 Google Scholar
Tao, J., Qiu, D., Yang, F., & Duan, Z. (2020). A bibliometric analysis of human reliability research. Journal of Cleaner Production, 260, Article 121041. https://doi.org/10.1016/j.jclepro.2020.121041 CrossRefGoogle Scholar
Tello Díaz-Maroto, I., & Cascales Martínez, A. (2015). Las TIC y las necesidades específicas de apoyo educativo: análisis de las competencias TIC en los docentes [ICT and special educational needs: Analysis of ICT skills teachers]. Revista Iberoamericana de Educación a Distancia, 18(2), 355–383. https://doi.org/10.5944/ried.18.2.13536 CrossRefGoogle Scholar
UNESCO. (2017). Education for sustainable development goals: Learning objectives. https://unesdoc.unesco.org/ark:/48223/pf0000247444 Google Scholar
United Nations. (2006). Convention on the Rights of Persons With Disabilities. Treaty Series, 2515, 3.Google Scholar
van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523–538. https://doi.org/10.1007/s11192-009-0146-3 CrossRefGoogle ScholarPubMed
Vico Linde, P. (2019). Percepción docente conforme al uso de los recursos digitales en la pizarra digital interactiva con alumnos de Necesidades Educativas Especiales. [Teaching perception according to the use of digital resources in the digital interactive whiteboard with students of special educational needs, and the attitude and interaction of them]. EDUTEC. Revista Electrónica de Tecnología Educativa, 69, 121–138. https://doi.org/10.21556/edutec.2019.69.1295 CrossRefGoogle Scholar
Vladimirovna Arhipova, S. & Sergeevna Sergeeva, O. (2015). Features of the information and communication technology application by the subjects of special education. International Education Studies, 8(6), 162–170. https://doi.org/10.5539/ies.v8n6p162 Google Scholar
Xu, Z., Ge, Z., Wang, X., & Skare, M. (2021). Bibliometric analysis of technology adoption literature published from 1997 to 2020. Technological Forecasting and Social Change, 170, Article 120896. https://doi.org/10.1016/j.techfore.2021.120896 CrossRefGoogle Scholar
Yeni, S., & Gecu-Parmaksiz, Z. (2016). Pre-service special education teachers acceptance and use of ICT: A structural equation model. Journal of Education and Training Studies, 4(12), 118–125. https://doi.org/10.11114/jets.v4i12.1929 CrossRefGoogle Scholar
Yoo, S., Jang, S., Byun, S. W., & Park, S. (2019). Exploring human resource development research themes: A keyword network analysis. Human Resource Development Quarterly, 30(2), 155–174. https://doi.org/10.1002/hrdq.21336 CrossRefGoogle Scholar
Zappalá, D., Köppel, A., & Suchodolski, M. (2011). Inclusión de TIC en escuelas para alumnos con discapacidad intelectual [ICT inclusion in schools for students with intellectual disabilities]. Ministerio de Educación de la Nación.Google Scholar
Supplementary material: File

Montenegro-Rueda and Fernández-Batanero supplementary material

Appendix

Download Montenegro-Rueda and Fernández-Batanero supplementary material(File)
File 21.6 KB