@misc{10481/69478,
year = {2021},
url = {http://hdl.handle.net/10481/69478},
abstract = {The use of ICT (information communication technology) as an educational resource
is becoming more evident in the education systems of most countries, even more so with the
COVID-19 crisis. When it comes to disability and education, ICT becomes a tool for social and
educational inclusion. This study presents the validation and evaluation of a measurement scale on
ICT literacy for inclusive education. In addition, based on previous literature, a conceptual model is
proposed and validated through PLS (partial least squares) using a sample of 142 teachers from all
educational stages. The results show that teachers’ ICT knowledge to ensure inclusion consists of
five dimensions on specific needs. ICT knowledge has a positive impact on teacher motivation and
ICT use. Teachers at primary and early childhood education levels have a lower motivation and use
of ICT, although they have a higher knowledge of disability. The results found allow progress to be
made in measuring the educational inclusion of schools and the ICT knowledge needed to ensure
care and support for all people. A notable implication is the need for training on ICT and disability
within educational policies.},
publisher = {MDPI},
keywords = {ICT},
keywords = {Disability inclusion},
keywords = {Digital competence},
keywords = {Inclusive digital knowledge},
keywords = {PLS},
title = {ICT, Disability, and Motivation: Validation of a Measurement Scale and Consequence Model for Inclusive Digital Knowledge},
doi = {10.3390/ijerph18136770},
author = {Medina García, Marta and Higueras Rodríguez, María Lina and García Vita, María del Mar and Doña Toledo, Luis},
}