Standard
Developing inclusive digital pedagogies: Reflections on the past, the present and future directions. /
Cranmer, Sue; Lewin, Cathy.
Digital Transformation of Education and Learning - Past, Present and Future - IFIP TC 3 Open Conference on Computers in Education, OCCE 2021, Proceedings: IFIP TC 3rd Open Conference on Computers in Education, OCCE 2021, Tampere, Finland, August 17–20, 2021, Proceedings. ed. / Don Passey; Denise Leahy; Lawrence Williams; Jaana Holvikivi; Mikko Ruohonen. Cham: Springer, 2022. p. 67-78 (IFIP Advances in Information and Communication Technology; Vol. 642).
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
Harvard
Cranmer, S & Lewin, C 2022,
Developing inclusive digital pedagogies: Reflections on the past, the present and future directions. in D Passey, D Leahy, L Williams, J Holvikivi & M Ruohonen (eds),
Digital Transformation of Education and Learning - Past, Present and Future - IFIP TC 3 Open Conference on Computers in Education, OCCE 2021, Proceedings: IFIP TC 3rd Open Conference on Computers in Education, OCCE 2021, Tampere, Finland, August 17–20, 2021, Proceedings. IFIP Advances in Information and Communication Technology, vol. 642, Springer, Cham, pp. 67-78.
https://doi.org/10.1007/978-3-030-97986-7_6
APA
Cranmer, S., & Lewin, C. (2022).
Developing inclusive digital pedagogies: Reflections on the past, the present and future directions. In D. Passey, D. Leahy, L. Williams, J. Holvikivi, & M. Ruohonen (Eds.),
Digital Transformation of Education and Learning - Past, Present and Future - IFIP TC 3 Open Conference on Computers in Education, OCCE 2021, Proceedings: IFIP TC 3rd Open Conference on Computers in Education, OCCE 2021, Tampere, Finland, August 17–20, 2021, Proceedings (pp. 67-78). (IFIP Advances in Information and Communication Technology; Vol. 642). Springer.
https://doi.org/10.1007/978-3-030-97986-7_6
Vancouver
Cranmer S, Lewin C.
Developing inclusive digital pedagogies: Reflections on the past, the present and future directions. In Passey D, Leahy D, Williams L, Holvikivi J, Ruohonen M, editors, Digital Transformation of Education and Learning - Past, Present and Future - IFIP TC 3 Open Conference on Computers in Education, OCCE 2021, Proceedings: IFIP TC 3rd Open Conference on Computers in Education, OCCE 2021, Tampere, Finland, August 17–20, 2021, Proceedings. Cham: Springer. 2022. p. 67-78. (IFIP Advances in Information and Communication Technology). doi: 10.1007/978-3-030-97986-7_6
Author
Cranmer, Sue ; Lewin, Cathy. /
Developing inclusive digital pedagogies : Reflections on the past, the present and future directions. Digital Transformation of Education and Learning - Past, Present and Future - IFIP TC 3 Open Conference on Computers in Education, OCCE 2021, Proceedings: IFIP TC 3rd Open Conference on Computers in Education, OCCE 2021, Tampere, Finland, August 17–20, 2021, Proceedings. editor / Don Passey ; Denise Leahy ; Lawrence Williams ; Jaana Holvikivi ; Mikko Ruohonen. Cham : Springer, 2022. pp. 67-78 (IFIP Advances in Information and Communication Technology).
Bibtex
@inproceedings{60ca38ec6bf2413b8ac7a23fe564d4fb,
title = "Developing inclusive digital pedagogies: Reflections on the past, the present and future directions",
abstract = "Disabled children{\textquoteright}s experiences of using digital technologies in mainstream classrooms are very mixed. On the one hand, children{\textquoteright}s rights and digital rights legislation and inclusive education policies have promoted inclusive and equitable pedagogical practices for decades. Digital technologies are becoming increasingly prevalent in homes and schools, a phenomenon rapidly accelerated by the global Covid-19 pandemic. Despite this positive rhetoric, the reality on the ground is that inclusive digital pedagogies – that prevent disabled children experiencing exclusionary educational practices in mainstream classrooms – are underdeveloped and require significant research and development. Current uses of digital technologies by disabled children, harnessing accessibility features in mobile technologies, can focus attention on their differences. Digital technologies in classrooms generally are often used in mundane ways which do not make the most of opportunities for creativity, collaboration and student-centred learning. This paper reflects on the situation in the past and present in relation to the impact of disability studies, children{\textquoteright}s rights, policies on inclusive education and, digital technology developments and educational practices, on the development of inclusive digital pedagogies. It concludes by outlining early findings from a research project carried out in North West England that identifies challenges in relation to the development and implementation of inclusive digital pedagogies.",
keywords = "Digital technologies, Education",
author = "Sue Cranmer and Cathy Lewin",
year = "2022",
month = mar,
day = "13",
doi = "10.1007/978-3-030-97986-7_6",
language = "English",
isbn = "9783030979850",
series = "IFIP Advances in Information and Communication Technology",
publisher = "Springer",
pages = "67--78",
editor = "Don Passey and Denise Leahy and Williams, {Lawrence } and Holvikivi, {Jaana } and Mikko Ruohonen",
booktitle = "Digital Transformation of Education and Learning - Past, Present and Future - IFIP TC 3 Open Conference on Computers in Education, OCCE 2021, Proceedings",
}
RIS
TY - GEN
T1 - Developing inclusive digital pedagogies
T2 - Reflections on the past, the present and future directions
AU - Cranmer, Sue
AU - Lewin, Cathy
PY - 2022/3/13
Y1 - 2022/3/13
N2 - Disabled children’s experiences of using digital technologies in mainstream classrooms are very mixed. On the one hand, children’s rights and digital rights legislation and inclusive education policies have promoted inclusive and equitable pedagogical practices for decades. Digital technologies are becoming increasingly prevalent in homes and schools, a phenomenon rapidly accelerated by the global Covid-19 pandemic. Despite this positive rhetoric, the reality on the ground is that inclusive digital pedagogies – that prevent disabled children experiencing exclusionary educational practices in mainstream classrooms – are underdeveloped and require significant research and development. Current uses of digital technologies by disabled children, harnessing accessibility features in mobile technologies, can focus attention on their differences. Digital technologies in classrooms generally are often used in mundane ways which do not make the most of opportunities for creativity, collaboration and student-centred learning. This paper reflects on the situation in the past and present in relation to the impact of disability studies, children’s rights, policies on inclusive education and, digital technology developments and educational practices, on the development of inclusive digital pedagogies. It concludes by outlining early findings from a research project carried out in North West England that identifies challenges in relation to the development and implementation of inclusive digital pedagogies.
AB - Disabled children’s experiences of using digital technologies in mainstream classrooms are very mixed. On the one hand, children’s rights and digital rights legislation and inclusive education policies have promoted inclusive and equitable pedagogical practices for decades. Digital technologies are becoming increasingly prevalent in homes and schools, a phenomenon rapidly accelerated by the global Covid-19 pandemic. Despite this positive rhetoric, the reality on the ground is that inclusive digital pedagogies – that prevent disabled children experiencing exclusionary educational practices in mainstream classrooms – are underdeveloped and require significant research and development. Current uses of digital technologies by disabled children, harnessing accessibility features in mobile technologies, can focus attention on their differences. Digital technologies in classrooms generally are often used in mundane ways which do not make the most of opportunities for creativity, collaboration and student-centred learning. This paper reflects on the situation in the past and present in relation to the impact of disability studies, children’s rights, policies on inclusive education and, digital technology developments and educational practices, on the development of inclusive digital pedagogies. It concludes by outlining early findings from a research project carried out in North West England that identifies challenges in relation to the development and implementation of inclusive digital pedagogies.
KW - Digital technologies
KW - Education
U2 - 10.1007/978-3-030-97986-7_6
DO - 10.1007/978-3-030-97986-7_6
M3 - Conference contribution/Paper
SN - 9783030979850
T3 - IFIP Advances in Information and Communication Technology
SP - 67
EP - 78
BT - Digital Transformation of Education and Learning - Past, Present and Future - IFIP TC 3 Open Conference on Computers in Education, OCCE 2021, Proceedings
A2 - Passey, Don
A2 - Leahy, Denise
A2 - Williams, Lawrence
A2 - Holvikivi, Jaana
A2 - Ruohonen, Mikko
PB - Springer
CY - Cham
ER -
