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Digital Competence of Special Education Teachers: An Analysis from the Voices of Members of School Management Teams

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  • Marta Montenegro-Rueda

    (Department of Teaching and Educational Organization, University of Seville, 41013 Seville, Spain)

  • José Fernández-Cerero

    (Department of Teaching and Educational Organization, University of Seville, 41013 Seville, Spain)

Abstract

The use of digital technologies is one of the fundamental resources to favour the inclusion of students with special educational needs. However, recent studies continue to show a lack of use by teachers during the development of their teaching practices, especially in the field of special education. This article aims to analyse the level of digital competence of special education teachers through the perceptions of the school management team in Andalusia (Spain). The information is obtained through interviews with 62 members of school management teams. The results suggest that the low level of training and digital competence of special education teachers is the reason why they do not make use of digital tools in their teaching practice, due to a lack of teacher awareness, as well as the non-existent or insufficient development of training activities that hinder such training. In conclusion, there is a need to improve the professional development of special education teachers in digital competencies, as well as greater institutional involvement through strategic plans that promote such training.

Suggested Citation

  • Marta Montenegro-Rueda & José Fernández-Cerero, 2023. "Digital Competence of Special Education Teachers: An Analysis from the Voices of Members of School Management Teams," Societies, MDPI, vol. 13(4), pages 1-15, March.
    • Handle: RePEc:gam:jsoctx:v:13:y:2023:i:4:p:84-:d:1110581
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    References listed on IDEAS

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    1. Esther Garzón Artacho & Tomás Sola Martínez & José Luís Ortega Martín & José Antonio Marín Marín & Gerardo Gómez García, 2020. "Teacher Training in Lifelong Learning—The Importance of Digital Competence in the Encouragement of Teaching Innovation," Sustainability, MDPI, vol. 12(7), pages 1-13, April.
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