Ranzato Erica, Holloway Catherine, Bandukda Maryam
Department of Computer Science, University College London, London, United Kingdom.
JMIR Res Protoc. 2025 Feb 25;14:e65045. doi: 10.2196/65045.
Educational technology (EdTech) has been instrumental in the last few decades in promoting inclusive education by overcoming various learning barriers and offering tools and opportunities to all students, including those with special educational needs and disabilities (SEND). However, there is limited understanding of current classroom practices and policies and of the effects of the COVID-19 pandemic on EdTech use in the inclusive classroom.
This systematic review aims to outline the current knowledge on the use of EdTech to support the learning of students with SEND in inclusive primary schools in high-income countries.
We followed the PRISMA-P (Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols) and the Generalized Systematic Review Registration Form in reporting the details of this protocol. The inclusion criteria for the systematic review require that studies focus on students with SEND who are attending the primary stage of school in high-income countries. The studies can be qualitative or quantitative and should explore the design and use of EdTech with these students. Eligible studies must be published between 2016 and 2024, be peer-reviewed, and be available in English. We systematically searched the ACM, Directory of Open Access Journals, British Educational Index, ERIC, Google Scholar (first 100 records), IEEE, PsycINFO, Scopus, and Web of Science databases. The titles and abstracts of all records will be screened for relevance according to the inclusion criteria. Following this, the full text of the articles will be screened. To ensure the reliability of the screening process, an independent reviewer will screen a percentage of the records for the first screening round. The data extraction process for this systematic review will start with a pilot stage to validate and eventually update the list of entities to be extracted. Following the pilot stage, the final data extraction will be undertaken. An independent reviewer will extract data from a subsample of the records to ensure the reliability of the data extraction process.
The database search was conducted in July 2024. The database search identified a total of 547 records. It is anticipated that the study findings will be submitted for publication in a peer-reviewed journal by the end of January 2025.
This study will provide up-to-date evidence of the use of EdTech in inclusive primary school settings in high-income countries and will describe the impact of the COVID-19 pandemic on the use of EdTech with students with SEND.
INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): DERR1-10.2196/65045.
在过去几十年里，教育技术（EdTech）通过克服各种学习障碍并为所有学生，包括有特殊教育需求和残疾的学生（SEND）提供工具和机会，在促进全纳教育方面发挥了重要作用。然而，对于当前的课堂实践和政策以及新冠疫情对全纳课堂中教育技术使用的影响，人们的了解有限。
本系统评价旨在概述关于在高收入国家的全纳小学中使用教育技术支持有特殊教育需求和残疾学生学习的现有知识。
我们按照系统评价与Meta分析方案的首选报告项目（PRISMA-P）以及广义系统评价注册表格来报告本方案的详细信息。系统评价的纳入标准要求研究聚焦于在高收入国家小学阶段就读的有特殊教育需求和残疾的学生。这些研究可以是定性的或定量的，并且应探索与这些学生相关的教育技术的设计和使用。符合条件的研究必须在2016年至2024年之间发表，经过同行评审，并且以英文提供。我们系统地检索了美国计算机协会（ACM）、开放获取期刊目录、英国教育索引、教育资源信息中心（ERIC）、谷歌学术（前100条记录）、电气和电子工程师协会（IEEE）、心理学文摘数据库（PsycINFO）、Scopus以及科学引文索引数据库（Web of Science）。将根据纳入标准筛选所有记录的标题和摘要以确定其相关性。在此之后，将对文章全文进行筛选。为确保筛选过程的可靠性，一名独立评审员将在第一轮筛选中对一定比例的记录进行筛选。本系统评价的数据提取过程将从试点阶段开始，以验证并最终更新要提取的实体列表。试点阶段之后，将进行最终的数据提取。一名独立评审员将从记录的子样本中提取数据，以确保数据提取过程的可靠性。
数据库检索于2024年7月进行。数据库检索共识别出547条记录。预计研究结果将于2025年1月底提交至同行评审期刊发表。
本研究将提供高收入国家全纳小学环境中教育技术使用的最新证据，并将描述新冠疫情对有特殊教育需求和残疾学生使用教育技术的影响。
国际注册报告标识符（IRRID）：DERR1-10.2196/65045
