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.
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Notes
- 1.
This term was first coined by Dr. Tony Kaye, in Kaye, A. W. (1992). Learning Together Apart. Heidelberg:Springer. The meaning of the term has been slightly altered in the present context to cover the combination of “learning intra-personally” and “learning inter-personally” (with peers).
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Sorensen, E.K., Andersen, H.V. (2017). Learning Together Apart – The Impact on Participation When Using Dialogic Educational Technologies for Kids with Attention and Developmental Deficits. In: Brooks, A., Brooks, E. (eds) Interactivity, Game Creation, Design, Learning, and Innovation. ArtsIT DLI 2016 2016. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol 196. Springer, Cham. https://doi.org/10.1007/978-3-319-55834-9_31
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