Impact of University Teachers’ Technological Training on Educational Inclusion and Quality of Life of Students with Disabilities: A Systematic Review
Abstract
:1. Introduction
2. Research in University Teacher Training in ICT and Disability
3. Purpose and Research Question
4. Methodology
4.1. Search Criteria
4.1.1. Inclusion Criteria
- Empirical research conducted during the last decade (2012–2022).
- Research conducted in English or Spanish.
- Research published in book chapters or peer-reviewed journals.
- Research dealing with the training of university teaching staff in the use of ICT to support students with disabilities.
4.1.2. Exclusion Criteria
- Literature review research.
- Research in the form of conference proceedings, doctoral theses, or technical reports.
- Research that is not in the established time interval (2012–2022).
- Research that is in a language other than English or Spanish.
- Research that is not related to the subject to be studied.
- Research that is duplicated.
4.2. Literature Search
4.3. Study Selection
4.4. Assessment of the Methodological Quality of the Studies
4.5. Data Analysis and Extraction
5. Results
6. Discussion
7. Conclusions
Limitations
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
Q1 | Q2 | Q3 | Q4 | Q5 | Q6 | Q7 | Q8 | Q9 | |
---|---|---|---|---|---|---|---|---|---|
Aranda et al. [34] | |||||||||
Cabero et al. [14] | |||||||||
Batanero et al. [33] | |||||||||
Batanero et al. [35] | |||||||||
Batanero et al. [36] | |||||||||
Huamán et al. [37] | |||||||||
Kapalu et al. [38] | |||||||||
Leiva et al. [39] | |||||||||
López et al. [40] | |||||||||
Medina et al. [41] | |||||||||
Moriña et al. [22] | |||||||||
Moriña et al. [42] | |||||||||
Okolo et al. [31] | |||||||||
Perera et al. [43] | |||||||||
Rojas et al. [32] | |||||||||
Román et al. [44] | |||||||||
Román et al. [45] | |||||||||
Rosario et al. [30] |
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Authors | Year | Method | Type of Technology | Type of Disability | Level of Training | Main Obstacles. |
---|---|---|---|---|---|---|
Aranda et al. [34] | 2014 | Qualitative | Screen readers, computers, e-books, tablets | Physical, visual, hearing disability | Low | 2, 3, 5, 4 |
Cabero et al. [14] | 2022 | Quantitative | Not specified | Motor, cognitive, visual, hearing disability | Low | 8, 1, 4 |
Fernández Batanero et al. [35] | 2022 | Quantitative | Not specified | Motor, cognitive, visual, hearing disability | Low | 4, 10, 8, 5 |
Fernández Batanero et al. [36] | 2022 | Quantitative | Not specified | Motor, cognitive, visual, hearing disability | Low | 5, 4, |
Huamán et al. [37] | 2022 | Quantitative | Not specified | Motor, cognitive, visual, hearing disability | Low | 4, 5, 1, |
Kapalu et al. [38] | 2021 | Qualitative | Audio Recorded lessons, JAWS, Social media platforms, Computers installed with signing software and sign language video lessons and e-learning platforms | Motor, cognitive, visual, hearing disability | Low | 2, 4, 5, 8 |
Leiva et al. [39] | 2022 | Qualitative | Not specified | Motor, cognitive, visual, hearing disability | Low | 8, 4 |
López et al. [40] | 2018 | Qualitative | Speech synthesiser, screen reader, Braille keyboard | Visual disability | Low | 8, 4, 6, 3 |
Medina et al. [41] | 2021 | Quantitative | Not specified | Motor, cognitive, visual, hearing disability | Low | 4, 6, 7 |
Moriña et al. [42] | 2015 | Qualitative | Not specified | Motor, cognitive, visual, hearing disability | Low | 4, 8 |
Moriña et al. [22] | 2015 | Qualitative | Not specified | Motor, cognitive, visual, hearing disability | Low | 4, 1, 8, 5 |
Perera et al. [43] | 2022 | Qualitative | Not specified | Motor, cognitive, visual, hearing disability | Low | 4, 5, 8, 10 |
Román et al. [44] | 2022 | Qualitative | Not specified | Motor, cognitive, visual, hearing disability | Low | 4, 8, 9, 7 |
Román et al. [45] | 2020 | Qualitative | Mobile applications | Cognitive | Low | 3, 4, 5, 10 |
Authors | Themes Included (Cluster) | |||
---|---|---|---|---|
Teacher Training (Red) | Technologies and Disabilities (Green) | Quality of the Students (Blue) | Education Policy (Orange) | |
teacher, level, digital competence, importance, evaluation, role, assessment, strategy, faculty, response, challenge, training, attitude | ICT, computer, blended learning, lack, skill, impact, digitalization, competence, context, use, disability, inclusive education, trend, implementation, e-learning | health, opportunity, perception, engagement, need, stress, awareness, COVID, learning, participant, quality, access, experience, online learning, improvement, support | student, university, technology, development, diversity, reform, higher education, university student, learning, benefit, course, goal, SDG, teacher, training, future training, effectiveness, classroom | |
Aranda et al. [34] | x | x | ||
Cabero et al. [14] | x | x | x | x |
Fernández Batanero et al. [35] | x | x | ||
Fernández Batanero et al. [36] | x | |||
Huamán et al. [37] | x | x | ||
Kapalu et al. [38] | x | x | x | |
Leiva et al. [39] | x | x | ||
López et al. [40] | x | x | x | |
Medina et al. [41] | x | x | x | |
Moriña et al. [42] | x | x | ||
Moriña et al. [22] | x | x | x | |
Perera et al. [43] | x | x | ||
Román et al. [44] | x | x | x | |
Román et al. [45] | x |
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Fernández-Cerero, J.; Montenegro-Rueda, M.; Fernández-Batanero, J.M. Impact of University Teachers’ Technological Training on Educational Inclusion and Quality of Life of Students with Disabilities: A Systematic Review. Int. J. Environ. Res. Public Health 2023, 20, 2576. https://doi.org/10.3390/ijerph20032576
Fernández-Cerero J, Montenegro-Rueda M, Fernández-Batanero JM. Impact of University Teachers’ Technological Training on Educational Inclusion and Quality of Life of Students with Disabilities: A Systematic Review. International Journal of Environmental Research and Public Health. 2023; 20(3):2576. https://doi.org/10.3390/ijerph20032576
Chicago/Turabian StyleFernández-Cerero, José, Marta Montenegro-Rueda, and José María Fernández-Batanero. 2023. "Impact of University Teachers’ Technological Training on Educational Inclusion and Quality of Life of Students with Disabilities: A Systematic Review" International Journal of Environmental Research and Public Health 20, no. 3: 2576. https://doi.org/10.3390/ijerph20032576