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Digital Competence of Special Education Teachers: Impact, Challenges and Opportunities

Published online by Cambridge University Press:  14 July 2022

Marta Montenegro-Rueda Open the ORCID record for Marta Montenegro-Rueda [Opens in a new window]  and
José María Fernández-Batanero Open the ORCID record for José María Fernández-Batanero [Opens in a new window]
Marta Montenegro-Rueda*
Affiliation:
University of Sevilla, Spain
José María Fernández-Batanero
Affiliation:
University of Sevilla, Spain
*
*Corresponding author. Email: [email protected]
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Abstract

The digital training of teachers in general, and especially special education teachers, has become a key axis for transforming the education system in favour of quality education, equality and equity. This study provides a systematic review of the literature in four databases (Scopus, ERIC, Dialnet and Web of Science) on the level of digital competence of special education teachers during the period 2010–2021. A total of 25 studies were analysed. The results were organised according to the description of the studies (year of publication, country of production, methodological approach) and the conceptual analysis of the network, which allowed us to assess the impact, challenges and opportunities of the digital competence of special education teachers. The main results of the review show digital competence as a pending subject for special education teachers. In this sense, this review includes suggestions that can be carried out when developing training actions to improve the level of digital competence of special education teachers. This training is crucial for the learning and academic success of students with special educational needs.

Keywords

digital competenceteacher educationspecial educationsystematic review
Type
Literature Review
Information
Australasian Journal of Special and Inclusive Education , Volume 46 , Issue 2 , December 2022 , pp. 178 - 192
Copyright
© The Author(s), 2022. Published by Cambridge University Press

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Footnotes

†

This manuscript was accepted under the Editorship of Michael Arthur-Kelly.

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