Gallardo-Montes Carmen Del Pilar, Caurcel Cara María Jesús, Rodríguez Fuentes Antonio, Capperucci Davide
Department of Didactics and School Organization at the Faculty of Education, Faculty of Education, University of Granada, Campus "La Cartuja" S/N, 18071 Granada, Spain.
Department of Developmental and Educational Psychology, Faculty of Education, University of Granada, Campus "La Cartuja" S/N, 18071 Granada, Spain.
Univers Access Inf Soc. 2023 Feb 23:1-11. doi: 10.1007/s10209-023-00977-0.
Information and communication technology (ICT) is a means of learning for people with functional diversity (FD), in the context of both formal and non-formal education. These digital options favor their inclusion, participation and motivation, so having competent professionals in the field of educational technology is crucial for the full development of this population. Within this framework, the opinion, training and requirements regarding ICT of 809 educators in Florence (Italy) and Granada (Spain) were analyzed, following a quantitative study, with a non-experimental, descriptive, cross-sectional and comparative design. Descriptive statistics (mean, standard deviation and mode) and frequencies were used. After checking the normality of the data (Kolmogórov-Smirnov test), inferential analyses were performed, applying Student's - test and one-factor ANOVA, calculating the effect size (Cohen's and eta squared). Statistically significant differences were found according to city of origin, gender, and years of experience with students with FD. The results point to the need for different educators to have sufficient technological training, as despite being aware of the functionalities of ICT and having a favorable opinion of them, resources and knowledge about their use fall short of what is desirable.
信息通信技术（ICT）是功能多样性（FD）人群在正规和非正规教育背景下的一种学习手段。这些数字选择有利于他们的融入、参与和积极性，因此拥有教育技术领域的专业人才对于这一人群的全面发展至关重要。在此框架内，通过一项非实验性、描述性、横断面和比较性设计的定量研究，分析了意大利佛罗伦萨和西班牙格拉纳达的809名教育工作者对ICT的看法、培训情况和要求。使用了描述性统计（均值、标准差和众数）和频率。在检验数据的正态性（Kolmogórov-Smirnov检验）后，进行了推断分析，应用了学生t检验和单因素方差分析，计算了效应大小（Cohen's d和eta平方）。根据教育工作者的原籍城市、性别以及与FD学生打交道的年限，发现了具有统计学意义的差异。结果表明，不同的教育工作者需要接受足够的技术培训，因为尽管他们了解ICT的功能并对其持积极态度，但关于其使用的资源和知识仍未达到理想水平。
