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Developing inclusive digital pedagogies: Reflections on the past, the present and future directions

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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/ISSNConference contribution/Paperpeer-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 -