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How teachers’ inclusionary and exclusionary pedagogical practices manifest in disabled children’s uses of technologies in schools.

Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review

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How teachers’ inclusionary and exclusionary pedagogical practices manifest in disabled children’s uses of technologies in schools. / Cranmer, Sue.
2019. Paper presented at Sustainable ICT, Education and Learning Conference, Kama Village, Mangapwani, Tanzania, United Republic of.

Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review

Harvard

Cranmer, S 2019, 'How teachers’ inclusionary and exclusionary pedagogical practices manifest in disabled children’s uses of technologies in schools.', Paper presented at Sustainable ICT, Education and Learning Conference, Kama Village, Mangapwani, Tanzania, United Republic of, 25/04/19 - 27/04/19.

APA

Cranmer, S. (2019). How teachers’ inclusionary and exclusionary pedagogical practices manifest in disabled children’s uses of technologies in schools.. Paper presented at Sustainable ICT, Education and Learning Conference, Kama Village, Mangapwani, Tanzania, United Republic of.

Vancouver

Cranmer S. How teachers’ inclusionary and exclusionary pedagogical practices manifest in disabled children’s uses of technologies in schools.. 2019. Paper presented at Sustainable ICT, Education and Learning Conference, Kama Village, Mangapwani, Tanzania, United Republic of.

Author

Cranmer, Sue. / How teachers’ inclusionary and exclusionary pedagogical practices manifest in disabled children’s uses of technologies in schools. Paper presented at Sustainable ICT, Education and Learning Conference, Kama Village, Mangapwani, Tanzania, United Republic of.

Bibtex

@conference{3928f557438f43279f91766458e53ae9,
title = "How teachers{\textquoteright} inclusionary and exclusionary pedagogical practices manifest in disabled children{\textquoteright}s uses of technologies in schools.",
abstract = "There has been much debate in recent years about how to promote regular and effective use of digital technologies for learning in schools. Alongside this, there has been much critique of how inclusive education policies are enacted in schools, often said to amount to little more than integration rather than inclusion. This paper will bring these debates together by exploring pedagogical practice in relation to digital technologies and inclusion. It will draw on a wider project carried out with visually impaired children as an illustration to investigate how disabled children use and experience digital technologies to learn. In particular it will consider teachers{\textquoteright} inclusionary and exclusionary practices with technology to understand the implications. It will call for teachers to be supported further to develop inclusive digital pedagogy.",
keywords = "Disabled children, inclusion, digital technologies",
author = "Sue Cranmer",
year = "2019",
month = apr,
day = "25",
language = "English",
note = "Sustainable ICT, Education and Learning Conference, IFIP TC3 SUZA2019 ; Conference date: 25-04-2019 Through 27-04-2019",
url = "https://sisr.swissinformatics.org/suza-2019-book-of-conference-abstract-25-04-2019-27-04-2019-tc3-zanzibar-confetence/",

}

RIS

TY - CONF

T1 - How teachers’ inclusionary and exclusionary pedagogical practices manifest in disabled children’s uses of technologies in schools.

AU - Cranmer, Sue

PY - 2019/4/25

Y1 - 2019/4/25

N2 - There has been much debate in recent years about how to promote regular and effective use of digital technologies for learning in schools. Alongside this, there has been much critique of how inclusive education policies are enacted in schools, often said to amount to little more than integration rather than inclusion. This paper will bring these debates together by exploring pedagogical practice in relation to digital technologies and inclusion. It will draw on a wider project carried out with visually impaired children as an illustration to investigate how disabled children use and experience digital technologies to learn. In particular it will consider teachers’ inclusionary and exclusionary practices with technology to understand the implications. It will call for teachers to be supported further to develop inclusive digital pedagogy.

AB - There has been much debate in recent years about how to promote regular and effective use of digital technologies for learning in schools. Alongside this, there has been much critique of how inclusive education policies are enacted in schools, often said to amount to little more than integration rather than inclusion. This paper will bring these debates together by exploring pedagogical practice in relation to digital technologies and inclusion. It will draw on a wider project carried out with visually impaired children as an illustration to investigate how disabled children use and experience digital technologies to learn. In particular it will consider teachers’ inclusionary and exclusionary practices with technology to understand the implications. It will call for teachers to be supported further to develop inclusive digital pedagogy.

KW - Disabled children

KW - inclusion

KW - digital technologies

M3 - Conference paper

T2 - Sustainable ICT, Education and Learning Conference

Y2 - 25 April 2019 through 27 April 2019

ER -