Enhancing understanding, Flow and Self-Efficacy in Learners with Developmental and Attention Difficulties through ICT-based Interventions

Abstract

Formålet med denne artikel er at undersøge, hvorledes teknologier kan anvendes i det almene skolesystem som redskab for inklusion af elever med udviklings- og opmærksomhedsproblemer (fokuselever) og styrke elevernes oplevelse af flow og tiltro til egne evner (self-efficacy) i læreprocesser. Undersøgelsen er en del af et større studie om it-faciliteret inklusion, hvor denne artikel handler om udfordringer i forhold til at øge fokuselevernes forståelse for det faglige indhold. Adskillige teknologier har været afprøvet i en reel skolekontekst, og syv typer afinterventioner er identificeret som værdifulde for fokuselevernes kapabilitet i læreprocesser.Artiklen diskuterer resultaterne og konkluderer, at bevidst brug af it-baserede interventioner gør det muligt at tilbyde læringsudfordringer tilpasset elevernes aktuelle faglige og kompetencemæssige niveau. Men det synes nødvendigt med en bredere forståelse og accept hos alle interessenter for denne gruppe elevers specifikke udfordringer i det almene undervisningssystem, hvis dette potentiale skal realiseres.The purpose of this paper is to investigate in which way technologies may be used to increase inclusion and a feeling of flow and self-efficacy in learning processes when it comes to learners with developmental and attention deficits (focus learners) in a mainstream classroom. The paper is an outcome of a wider study on ICT facilitated inclusion and this current piece of research addresses the challenges of enhancing focus learners’ comprehension when working with the curriculum. Several technologies have been tried out in a real school context and seven types of interventions are uncovered as valuable for focus learners’ capability in learning processes. The paper discusses the findings and concludes that conscious use of technology-based interventions make it possible to provide learning challenges balanced to the learners’ individual skills. But a broader understanding and acceptance by all stakeholders for the specific challenges of this group of learners in mainstream educational systems seems needed to fulfil the potential