STAVOVI, MOTIVACIJA I KOMPETENCIJE DEFEKTOLOGA ZA UPOTREBU ASISTIVNE TEHNOLOGIJE U NASTAVI. (Bosnian)
In: Research in Pedagogy / Istraživanja u Pedagogiji, Jg. 13 (2023-07-01), Heft 2, S. 392-402
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Zugriff:
People with intellectual disabilities exhibit difficulties in all domains of functioning that can be overcome with the use of assistive technology. The objective was to examine the attitudes of special education teachers towards the use of assistive technology, their motivation for its application and their perception of competence. The sample comprised of 62 special education teachers working in different institutions, and instruments were used to measure attitudes towards the use of assistive technology, motivation for its use and self-percieved level of competencies. Majority of special education teachers have positive attitudes towards the use of assistive technology, a high degree of motivation and consider themselves competent in its use. Special education teachers who use assistive technology every day have more positive attitudes, greater motivation and consider themselves more competent. Those who work in institutions occupied by younger population have more positive attitudes and believe that they are more competent in the application of assistive technology, compared to respondents who work in institutions occupied by older people with intellectual disabilities. With the increase of age, the attitudes toward the use of assistive technology become more negative, but the self-perception of competence decreases. Special education teachers who have more positive attitudes towards the use of assistive technology have a higher degree of motivation for its application and believe they are more competent. After the implementation of trainings that have a direct impact on increasing the competence in the field of assistive technology, attitudes towards its use can be improved and motivation for its daily use can increase. [ABSTRACT FROM AUTHOR]
Osobe sa intelektualnom ometenošću ispoljavaju teškoće u svim domenima funkcionisanja koje se mogu prevazići upotrebom asistivne tehnologije. Cilj ovog istraživanja je bio ispitati stavove defektologa prema upotrebi asistivne tehnologije u nastavi, njihovu motivaciju za njenom primenom i samopercepciju kompetencije. Uzorak je obuhvatio 62 defektologa oligofrenologa, koji rade u različitim tipovima ustanova, a primenjeni su instrumenti koji mere stavove prema upotrebi asistivne tehnologije, motivaciju za primenom i samopercepciju kompetencija u oblasti primene asistivne tehnologije. Dobijeno je da većina defektologa ima pozitivne stavove prema upotrebi asistivne tehnologije, visok stepen motivacije i smatra da je kompetentna za njeno korišćenje. Defektolozi koji svakodnevno primenjuju asistivnu tehnologiju imaju pozitivnije stavove, veću motivaciju i smatraju da su kompetentniji da je primenjuju. Defektolozi koji rade u ustanovama koje posećuju ispitanici mlađeg kalendarskog uzrasta imaju pozitivnije stavove i smatraju da su kompetentniji za primenu asistivne tehnologije od ispitanika koji rade u ustanovama u kojima borave starije osobe sa intelektualnom ometenošću. Sa porastom hronološkog uzrasta defektologa, stavovi prema primeni asistivne tehnologije u nastavi postaju negativniji, ali i opada samopercepcija kompetentnosti. Defektolozi koji imaju pozitivnije stavove prema upotrebi asistivne tehnologije u nastavi imaju i veći stepen motivacije za njenom primenom i smatraju da imaju više kompetencija. Nakon implementacija obuka kojima se direktno utiče na povećanje kompetencija defektologa u oblasti primene asistivne tehnologije se mogu poboljšati stavovi prema njenoj upotrebi, ali i povećati motivacija za svakodnevnom upotrebom iste u nastavi. [ABSTRACT FROM AUTHOR]
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Titel: |
STAVOVI, MOTIVACIJA I KOMPETENCIJE DEFEKTOLOGA ZA UPOTREBU ASISTIVNE TEHNOLOGIJE U NASTAVI. (Bosnian)
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Autor/in / Beteiligte Person: | Gajić, Anja ; Arsić, Bojana |
Zeitschrift: | Research in Pedagogy / Istraživanja u Pedagogiji, Jg. 13 (2023-07-01), Heft 2, S. 392-402 |
Veröffentlichung: | 2023 |
Medientyp: | academicJournal |
ISSN: | 2217-7337 (print) |
DOI: | 10.5937/IstrPed2302392G |
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