ror.org/04haebc03
Abstracts
Abstract
This study focuses on the use of Google Classroom as assistive technology in inclusive classrooms. Findings were based on data collected through single-case study methodology in semi-structured formal and informal interviews with eight teachers and a focus group with six students at one junior high school in the province of Newfoundland and Labrador in Canada. This study is designed to better understand the benefits and challenges associated with the use of Google Classroom within the framework of universal design for learning. The findings showed that Google Classroom was perceived by both teachers and students as effective classroom technology in meeting the needs of each learner in the classroom.
Keywords:
- Google Classroom,
- assistive technology,
- universal design for learning,
- inclusive education
Résumé
Cette étude se penche sur l'utilisation de Google Classroom comme technologie d'assistance dans les salles de classes inclusives. Les résultats sont basés sur des données recueillies par le biais d'une méthodologie d'étude de cas unique lors d'entrevues formelles et informelles semi-structurées avec huit enseignants et un groupe de discussion avec des élèves de premier cycle d'une école secondaire à Terre-Neuve-et-Labrador au Canada. Cette étude a été conçue pour mieux comprendre les avantages et les défis associés à l'utilisation de Google Classroom dans le cadre de la conception universelle de l'apprentissage. Google Classroom était perçu par les enseignants et les élèves comme une technologie de classe efficace pour répondre aux besoins de chaque élève dans la classe.
Mots-clés :
- Google Classroom,
- technologie d'assistance,
- conception universelle de l'apprentissage,
- éducation inclusive
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Appendices
Bibliography
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