Since DIGCOMP the European Commission  has provided new causes of reflection and manycompetences indicators that can define a competent teacher, beyond a fruitful teaching within aninclusive perspective with the use of ICT. Even more difficult is the research of more suitable methodsfor the teaching-learning process by using ICT and their integration into the educational curriculum .The research adopts the EAS methodology (Episodes of Situated Learning, ) allowing us to testthe flipped lesson  in "special contexts" where the teachers training is considered to be essential ininclusive perspective with ICT .The experimentation has started at the beginning of the academic year 2015/2016 and has included a4 months monitoring period. The sample is a group of 11 teachers from the “Centro de EducaciónEspecial” (CEE) Fray Pedro Ponce de León, located in Burgos (Spain). The research focuses on theresearch-action model, with a theoretical and practical training of 25 hours, which presents the EASmethod  , devices, Apps and environments 2.0 for the realization of inclusive activities with theuse of ICT. We adopt quantitative assessment tools (specially designed questionnaires on theevaluation of digital and pre-post test experimental questionnaires) and qualitative assessment(observation grids, interactions in a virtual platform, as well as essay questions inside of thequestionnaires) to collect the data.A first analysis highlights that at the commencement of the training, 36.4% of teachers do not planlearning content using ICT and only 36.3% of them do it "sometimes." Otherwise, at the end of thetraining, 81.8% will plan digital content at least three times a week. These results demonstrate animprovement of the digital that at the beginning of the training had shown the 45.5% of teachersgaining low scores (18.2% for "no competent" and 27.3% "not very competent"). The end of thetraining reports the 90.9% of the teachers defined as "sufficiently competent" for the creation of digitalcontent with the use of ICT (54.4% sufficiently; 27.3% quite; 9.1% a lot). The proposed methodology(EAS) has proved to be useful to plan, organize and submit activities for 54.4% of the teachers whoparticipated in the trial. The remaining group (45.6%) did not have the opportunity to exploit fully thepotential of the methodology because of severe intellectual and physical disabilities of pupils, although81.8% of the teacher has noted a general improvement in the motivation and in the learning ability oftheir students.The analysis of the questionnaires pre and post formation test detects how notwithstanding an initialpreparation often non-existent, teachers believe that the path has improved digital competencies ofteachers in 100% of cases. In conclusion, whilst the EAS method proved to be moderately useful to beimplemented in CEE, on the other hand we have found that it is highly effective for the training of theteachers.
|Number of pages||6|
|Publication status||Published - 2016|