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Disabled children's digital use practices to support formal learning

Research output: Contribution to conference - Without ISBN/ISSN Conference paperpeer-review

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Disabled children's digital use practices to support formal learning. / Cranmer, Susan Jane.
2018. Paper presented at IFIP TC3 OCCE 2018, Linz, Austria.

Research output: Contribution to conference - Without ISBN/ISSN Conference paperpeer-review

Harvard

Cranmer, SJ 2018, 'Disabled children's digital use practices to support formal learning', Paper presented at IFIP TC3 OCCE 2018, Linz, Austria, 24/06/18 - 28/06/18.

APA

Cranmer, S. J. (2018). Disabled children's digital use practices to support formal learning. Paper presented at IFIP TC3 OCCE 2018, Linz, Austria.

Vancouver

Cranmer SJ. Disabled children's digital use practices to support formal learning. 2018. Paper presented at IFIP TC3 OCCE 2018, Linz, Austria.

Author

Cranmer, Susan Jane. / Disabled children's digital use practices to support formal learning. Paper presented at IFIP TC3 OCCE 2018, Linz, Austria.

Bibtex

@conference{a159c0a340a9410aa059999677afcdc6,
title = "Disabled children's digital use practices to support formal learning",
abstract = "There is evidence to suggest that many children{\textquoteright}s lives have been transformed through engagement with digital technologies, such as computers, laptops and mobile devices for learning, leisure, social networking and development of digital literacy skills. Nevertheless, limited research has considered how disabled young people use technology. This is a serious omission given the importance of digital participation for all young people. In response, a participatory research study was designed which investigated disabled young people{\textquoteright}s digital use practices for learning. Young people with visual impairment and their teachers were interviewed in mainstream schools in England within the context of inclusive education policy; results were analysed using social practice theory. Results were mixed. Benefits were found to include general digital learning practices and discrete digital accessibility practices in order to access the curriculum. Whilst young people were generally positive about uses, digital accessibility practices often carried an extra task load due to the need to work around barriers that could sometimes make them feel self-conscious and stigmatised. The paper concludes with a call for further research to improve how disabled young people are supported with digital technologies and to guide teachers to embed more inclusive digital pedagogical designs in their practice.",
author = "Cranmer, {Susan Jane}",
year = "2018",
month = jun,
day = "27",
language = "English",
note = "IFIP TC3 OCCE 2018 : Empowering Learners for Life in the Digital Age, OCCE2018 ; Conference date: 24-06-2018 Through 28-06-2018",
url = "http://occe.2018.ocg.at/",

}

RIS

TY - CONF

T1 - Disabled children's digital use practices to support formal learning

AU - Cranmer, Susan Jane

PY - 2018/6/27

Y1 - 2018/6/27

N2 - There is evidence to suggest that many children’s lives have been transformed through engagement with digital technologies, such as computers, laptops and mobile devices for learning, leisure, social networking and development of digital literacy skills. Nevertheless, limited research has considered how disabled young people use technology. This is a serious omission given the importance of digital participation for all young people. In response, a participatory research study was designed which investigated disabled young people’s digital use practices for learning. Young people with visual impairment and their teachers were interviewed in mainstream schools in England within the context of inclusive education policy; results were analysed using social practice theory. Results were mixed. Benefits were found to include general digital learning practices and discrete digital accessibility practices in order to access the curriculum. Whilst young people were generally positive about uses, digital accessibility practices often carried an extra task load due to the need to work around barriers that could sometimes make them feel self-conscious and stigmatised. The paper concludes with a call for further research to improve how disabled young people are supported with digital technologies and to guide teachers to embed more inclusive digital pedagogical designs in their practice.

AB - There is evidence to suggest that many children’s lives have been transformed through engagement with digital technologies, such as computers, laptops and mobile devices for learning, leisure, social networking and development of digital literacy skills. Nevertheless, limited research has considered how disabled young people use technology. This is a serious omission given the importance of digital participation for all young people. In response, a participatory research study was designed which investigated disabled young people’s digital use practices for learning. Young people with visual impairment and their teachers were interviewed in mainstream schools in England within the context of inclusive education policy; results were analysed using social practice theory. Results were mixed. Benefits were found to include general digital learning practices and discrete digital accessibility practices in order to access the curriculum. Whilst young people were generally positive about uses, digital accessibility practices often carried an extra task load due to the need to work around barriers that could sometimes make them feel self-conscious and stigmatised. The paper concludes with a call for further research to improve how disabled young people are supported with digital technologies and to guide teachers to embed more inclusive digital pedagogical designs in their practice.

M3 - Conference paper

T2 - IFIP TC3 OCCE 2018

Y2 - 24 June 2018 through 28 June 2018

ER -