TIC y necesidades educativas en una clase de Ciencias en Educación Primariauna revisión sistemática

Abstract

In recent years there has been a growing interest in analysing how ICT contributes to the development of students with special educational needs (SEN). The high proliferation of studies and research focused on the teaching-learning processes of this group has indicated a flourishing of a multitude of digital and virtual resources for science teaching. However, although there is an increasingly strong research inclination within the professional field, there is still a high level of concern for developing strong and more specific digital teaching competence among new teachers. Therefore, the teacher is a key element to achieve full inclusion of ICT in more specific contexts such as the area of Natural Sciences. In this sense, the purpose of this study was to carry out a systematic review of the literature focused on the use of technological resources in the teaching of Natural Sciences, especially with students with Special Educational Needs. The results obtained show, on the one hand, an increase in participation and motivation from the use of ICT in the context of an inclusive classroom on the part of the SEN group. However, there is a significant lack of teacher training in digital competence.