This EU comparative educational study, conducted during the 12 months from September 2020 to September 2021, aimed to assess the actual and potential role of digital technologies in promoting access to compulsory school education, its quality and equity across Europe and their role in complementing and strengthening traditional forms of teaching and learning.
Key findings:
- The study found that access to digital infrastructure and high-quality tools is a prerequisite for using digitalisation for inclusive education.
- Despite the importance of ensuring that learners have access to digital technologies, it is clear that access alone is not a guarantee of learning outcomes. Teachers and learners need specific pedagogical digital skills to effectively integrate digital technologies into teaching and learning practices
- The digital inclusion of specific vulnerable groups of learners usually takes the form of fragmented bottom-up initiatives without a governance framework at system level.
- when it comes to promoting the inclusion of learners with development and attention problems in compulsory education, research suggests that digital tools could be particularly useful in protecting this group of learners from negative sound, light, vision and movement, which will make it easier to focus and maintain concentration.
⚠ disclaimer: The text has been automatically translated from the European platform Digital Skills and Jobs. If you have found errors in the text, please contact digikoalice@npi.cz