Research Article
Learning Together Apart – The Impact on Participation When Using Dialogic Educational Technologies for Kids with Attention and Developmental Deficits
@INPROCEEDINGS{10.1007/978-3-319-55834-9_31, author={Elsebeth Sorensen and Hanne Andersen}, title={Learning Together Apart -- The Impact on Participation When Using Dialogic Educational Technologies for Kids with Attention and Developmental Deficits}, proceedings={Interactivity, Game Creation, Design, Learning, and Innovation. 5th International Conference, ArtsIT 2016, and First International Conference, DLI 2016, Esbjerg, Denmark, May 2--3, 2016, Proceedings}, proceedings_a={ARTSIT \& DLI}, year={2017}, month={3}, keywords={Inclusion Learning Digital technology Attention deficit Dialogue Interaction Collaboration Communication 21st century learning skills Thrownness Hin enkelte Learning together apart Building identity Participation}, doi={10.1007/978-3-319-55834-9_31} }- Elsebeth Sorensen
Hanne Andersen
Year: 2017
Learning Together Apart – The Impact on Participation When Using Dialogic Educational Technologies for Kids with Attention and Developmental Deficits
ARTSIT & DLI
Springer
DOI: 10.1007/978-3-319-55834-9_31
Abstract
This study reports on research into the impact of digital technological interventions for including kids with attention and developmental deficits into school class contexts. It describes, how the authors have approached the challenge of researching inclusion of kids with attention and developmental deficits for communication, collaboration and knowledge sharing. The analysis assesses the potential of interventions with digital technology for acting as stimulating enzymes for life and learning. On the basis of a thorough discussion of the findings, the authors assess the degree to which interventions with digital technologies, e.g. Virtual Learning Environments (VLEs), may promote inclusion through stimulating the participation in life and learning of kids with attention and developmental deficits.
