Gallardo Montes Carmen Del Pilar, Rodríguez Fuentes Antonio, Caurcel Cara María Jesús
Department of Didactic and School Organization, Faculty of Education Sciences, University of Granada, Spain.
Department of Developmental and Educational Psychology, Faculty of Education Sciences, University of Granada, Spain.
Heliyon. 2023 Feb 21;9(3):e13924. doi: 10.1016/j.heliyon.2023.e13924. eCollection 2023 Mar.
Innovative methodologies based on Information and Communication Technology (ICT) are a tested and motivating option for working with people with autism. Their use, however, should not be indiscriminatory and arbitrary, but didactic and appropriate.
We aimed to discover the training in ICT they had, its frequency of use, and the types of digital resources that they used.
We administered the questionnaire, "Demands and Potentials of ICT and Apps for Assisting People with Autism" to 310 educators in the city of Granada (Spain). The participants belonged to schools and associations that worked with people with autism. Adopting a quantitative-type study, we carried out descriptive analyses (frequencies, mean, mode, and standard deviation). Having confirmed that the data did not follow a normal distribution (Kolmogorov-Smirnov test for samples of >50 participants), we carried out non-parametric inferential and intrafactorial correlation analyses. We also calculated the effect size.
The educators revealed that they had ICT training for working with people with autism, but not enough. This suggests that there is still a need to improve the digital competence of these professionals. Strong, direct and significant correlations were found between ICT training and the frequency with which they were used. There were also statistically significant differences according to sex, gender, age, type of institution, and type of educator. The educators who worked as Therapeutic Pedagogy teachers and those who worked in Special Education schools were shown to be more competent than the rest in educational technology applied to people with autism.
The results, which were not wholly positive since ICT training should be better and have achieved higher scores, revealed that there is a foundation in ICT education but it needs to be heightened and improved with greater knowledge and more practical experience.
基于信息通信技术（ICT）的创新方法是与自闭症患者合作的一种经过检验且具有激励作用的选择。然而，其使用不应是不加区分和随意的，而应是有教育意义且恰当的。
我们旨在了解他们所接受的信息通信技术培训、使用频率以及所使用的数字资源类型。
我们向西班牙格拉纳达市的310名教育工作者发放了“信息通信技术及应用程序辅助自闭症患者的需求与潜力”问卷。参与者来自与自闭症患者合作的学校和协会。采用定量研究类型，我们进行了描述性分析（频率、均值、众数和标准差）。在确认数据不服从正态分布（对样本量大于50名参与者进行柯尔莫哥洛夫-斯米尔诺夫检验）后，我们进行了非参数推断和因子内相关分析。我们还计算了效应量。
教育工作者表示他们接受过与自闭症患者合作的信息通信技术培训，但还不够。这表明仍有必要提高这些专业人员的数字能力。在信息通信技术培训与其使用频率之间发现了强的、直接的和显著的相关性。根据性别、年龄、机构类型和教育工作者类型也存在统计学上的显著差异。事实证明，担任治疗教育学教师的教育工作者和在特殊教育学校工作的教育工作者在应用于自闭症患者的教育技术方面比其他人更有能力。
由于信息通信技术培训应该更好且取得更高分数，所以结果并非完全积极，这表明在信息通信技术教育方面有一定基础，但需要通过更多知识和更多实践经验来加强和改进。
