ICT, Disability, and Motivation: Validation of a Measurement Scale and Consequence Model for Inclusive Digital Knowledge

Marta Medina-García, Lina Higueras-Rodríguez, del Mar García-Vita Mª and Luis Doña-Toledo
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Marta Medina-García: Deparment of Pedagogy, University of Jaén, 23071 Jaén, Spain
Lina Higueras-Rodríguez: Deparment of Education, University of Almería, 04120 Almería, Spain
del Mar García-Vita Mª: Deparment of Education, University of Almería, 04120 Almería, Spain
Luis Doña-Toledo: Marketing and Market Research Department, University of Granada, 18071 Granada, Spain

IJERPH, 2021, vol. 18, issue 13, 1-17

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.

Keywords: ICT; disability inclusion; digital competence; inclusive digital knowledge; PLS (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
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