L’Utilisation de Google Classroom comme technologie d'assistance dans des salles de classe avec conception universelles
DOI :
https://doi.org/10.21432/cjlt28456Mots-clés :
Google Classroom, technologie d'assistance , conception universelle de l'apprentissage , éducation inclusiveRésumé
Cette étude se penche sur l'utilisation de Google Classroom comme technologie d'assistance dans les salles de classes inclusives. Les résultats sont basés sur des données recueillies par le biais d'une méthodologie d'étude de cas unique lors d'entrevues formelles et informelles semi-structurées avec huit enseignants et un groupe de discussion avec des élèves de premier cycle d'une école secondaire à Terre-Neuve-et-Labrador au Canada. Cette étude a été conçue pour mieux comprendre les avantages et les défis associés à l'utilisation de Google Classroom dans le cadre de la conception universelle de l'apprentissage. Google Classroom était perçu par les enseignants et les élèves comme une technologie de classe efficace pour répondre aux besoins de chaque élève dans la classe.
Références
Anstead, M. E. J. (2016). Teachers perceptions of barriers to universal design for learning [Doctoral dissertation, Walden University]. ScholarWorks Digital Archive. https://scholarworks.waldenu.edu/dissertations/1899/
Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the student engagement instrument. Journal of School Psychology, 44(5), 427-445. https://doi.org/10.1016/j.jsp.2006.04.002
Bryant, B. R., Rao, K., & Ok, M. W. (2014). Universal design for learning and assistive technology: Promising developments. In B. DaCosta, & S. Seok (Eds.), Assistive technology research, practice, and theory (pp. 11-26). IGI Global. https://doi:10.4018/978-1-4666-5015-2.ch002
Campbell, W. N., Selkirk, E., & Gaines, R. (2016). Speech-language pathologists' role in inclusive education: A survey of clinicians' perceptions of universal design for learning. Canadian Journal of Speech-Language Pathology & Audiology, 40(2), 121-132. https://www.cjslpa.ca/detail.php?ID=1197&lang=en
CAST (2011). Universal design for learning guidelines version 2.0.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education, Inc.
Duffy, N., Ferns, S., McGinn, I., Vahey, N., & Williams, H. (2022). The power of peer learning: Group reflections as a model for universal design for learning (UDL). Education and New Developments 2022. https://doi.org/10.36315/2022v1end007
Faucett, H. A., Ringland, K. E., Cullen, A. L., & Hayes, G. R. (2017). (In)visibility in disability and assistive technology. ACM Transactions on Accessible Computing (TACCESS), 10(4), 14. https://doi.org/10.1145/3132040
Government of Australia – Department of Education (February 24, 2015). Google Classroom: Guide for students. https://www.education.act.gov.au/__data/assets/pdf_file/0009/709821/Google-Classroom-Guide-for-Students1.pdf.
Government of Newfoundland and Labrador (2017). News release. http://www.releases.gov.nl.ca/releases/2017/fin/0406n05.aspx
Katz, J. (2012). Teaching to diversity: The three-block model of universal design for learning. Portage & Main Press.
Kennedy, M. J., Thomas, C. N., Meyer, J. P., Alves, K. D., & Lloyd, J. W. (2013). Using evidence-based multimedia to improve vocabulary performance of adolescents with LD: A UDL approach. Learning Disability Quarterly, 37(2), 71–86. https://doi.org/10.1177/0731948713507262
Kortering, L. J., McClannon, T. W., & Braziel, P. M. (2008). Universal design for learning: A look at what algebra and biology students with and without high incidence conditions are saying. Remedial and Special Education, 29(6), 352-363. https://doi.org/10.1177/0741932507314020
Liu, G. Z., Wu, N. W., & Chen, Y. W. (2013). Identifying emerging trends for implementing learning technology in special education: A state-of-the-art review of selected articles published in 2008–2012. Research in Developmental Disabilities, 34(10), 3618-3628. https://doi.org/10.1016/j.ridd.2013.07.007
Lohmann, M. J., Boothe, K. A., Hathcote, A. R., & Turpin, A. (2018). Engaging graduate students in the online learning environment: A universal design for learning (UDL) approach to teacher preparation. Networks: An Online Journal for Teacher Research, 20(2), Article 5.
Lopes-Murphy, S. (2012). Universal design for learning: Preparing secondary education teachers in training to increase academic accessibility of high school English learners. Clearing House, 85(6), 226–230. https://www.jstor.org/stable/23268432
MacArthur, C. A. (2009). Reflections on research on writing and technology for struggling writers. Learning Disabilities Research and Practice, 24(2), 93–103. https://doi.org/10.1111/j.1540-5826.2009.00283.x
Martin, N. M., & Lambert, C. S. (2015). Differentiating digital writing instruction. Journal of Adolescent & Adult Literacy, 59(2), 217-227. https://doi.org/10.1002/jaal.435
Messinger-Willman, J., & Marino, M. T. (2010). Universal design for learning and assistive technology: Leadership considerations for promoting inclusive education in today’s secondary schools. NASSP Bulletin, 94(1), 5-16. https://doi.org/10.1177/0192636510371977
Montgomery, D. (2022). Integrating technology with instructional frameworks to support all learners in inclusive classrooms. The Open/Technology in Education, Society, and Scholarship Association Journal, 2(2), 1-16. https://doi.org/10.18357/otessaj.2022.2.2.31
Newfoundland and Labrador English School District. (2017a) District overview. https://www.nlesd.ca/about/districtoverview.jsp
Newfoundland and Labrador English School District. (2017b). Director's report. https://www.nlesd.ca/includes/files/highlights/doc/1488917262421.pdf
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544. https://doi.org/10.1007/s10488-013-0528-y
Rappolt-Schlichtmann, G., Daley, S. G., Lim, S., Lapinski, S., Robinson, K. H., & Johnson, M. (2013). Universal design for learning and elementary school science: Exploring the efficacy, use, and perceptions of a web-based science notebook. Journal of Educational Psychology, 105(4), 1210–1225. https://doi.org/10.1037/a0033217
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Association for Supervision and Curriculum Development.
Sokal, L., & Katz, J. (2015). Effects of the three-block model of universal design for learning on early and late middle school students' engagement. Middle Grades Research Journal, 10(2), 65-82. ERIC. https://eric.ed.gov/?id=EJ1144326
Sweeney, S. (2013). App-titude: Apps for high schoolers with autism. ASHA Leader, 18(4), 34. https://doi.org/10.1044/leader.APP.18042013.34
Wusqo, I. U., Pamelasari, S. D., Khusniati, M., Yanitama, A., & Pratidina, F. R. (2021). The development and validation of science digital scrapbook in a universal design for learning environment. Journal of Physics: Conference Series 1918(5), 1-5. https://doi.org/10.1088/1742-6596/1918/5/052090
Yin, R. (1981). The case study crisis: Some answers. Administrative Science Quarterly, 26(1), 58-65. https://doi.org/10.2307/2392599
Téléchargements
Publié-e
Numéro
Rubrique
Licence
© Stephen Sharpe, Gabrielle Young 2023
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.
Droits d’auteur
Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.
