Thirteenth International Conference on e-Learning & Innovative Pedagogies

Abstract

Assessing inclusive digital teaching material is of utmost importance for every teacher in inclusive learning settings. This study looks on the assessments of inclusive digital teaching materials in an international- comparative research design. The focus of the study is on primary education and especially math applications. 1. How are digital inclusive teaching materials assessed by teachers in Sweden, Italy, Luxembourg and Germany? 2. Which quality dimensions of digital teaching materials can be constructed through content analysis of teacher interviews? Methods used are related primarily to a qualitative methodology. Four Schools from Sweden, Italy, Luxembourg, and Germany participated in the project. Interviews with teachers regarding their practises of assessments were conducted as well as content analysis on the transcripts of the interviews. Based on the evaluation of the interview’s quality criteria were developed. Based on the first findings of the content analysis three major criteria in evaluating digital teaching materials are detected. (1) Adaptivity: Apps need to be flexible and easily adjustable to the student’s needs and specific local circumstances. (2) Materiality and Design: This category concerns pragmatic considerations such as affordability as well as the design. (3) Diagnostics: There should be diagnostic tools to assess the children and offer them remedial education. During the last years the process to implement inclusion has been driven forward in Europe. The results of the study suggest criteria for “good” digital teaching materials which is of help especially for teacher trainings.