Vol. 7 (2025): enero-diciembre: publicación continua
Artículo Original - Educación

Impacto de un programa digital en el aprendizaje de ciencia y tecnología en estudiantes con necesidades especiales

PDF
Daniel Portal Reategui
Universidad Señor de Sipán
Biografía
Carlos Eduardo Cobos Gutiérrez
Escuela de Educación Superior Tecnológica IDAT
Biografía
DOI: https://doi.org/10.37073/puriq.7.763

Publicado 2025-06-24

Palabras clave

  • Inclusión educativa,
  • tecnologías digitales,
  • educación especial,
  • aprendizaje significativo,
  • análisis estadístico

Cómo citar

Portal Reategui, D., & Cobos Gutiérrez, C. E. (2025). Impacto de un programa digital en el aprendizaje de ciencia y tecnología en estudiantes con necesidades especiales. Puriq, 7, e763. https://doi.org/10.37073/puriq.7.763

Derechos de autor 2025 Daniel Portal Reategui, Carlos Eduardo Cobos Gutiérrez

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.

Métricas alternativas

Share
Crossref
Scopus
Google Scholar
Europe PMC

Resumen

Este estudio analizó cómo afecta un Programa Digital de aprendizaje en Ciencia y Tecnología a estudiantes con necesidades especiales de la IE 2047. Se llevó a cabo un estudio pre-experimental y descriptivo con un enfoque correlacional, evaluando a 30 participantes usando instrumentos confiables y herramientas estadísticas tanto descriptivas como inferenciales. Los resultados mostraron un aumento importante en los puntajes después del test, una relación positiva entre el tiempo que se usó el programa y la mejora en los puntajes, y una alta confiabilidad en las herramientas que se usaron. Estos hallazgos muestran que las tecnologías digitales pueden ser útiles para promover la inclusión y mejorar el aprendizaje en situaciones educativas difíciles.

PDF

Descargas

Los datos de descargas todavía no están disponibles.

Citas

  1. Adjiovski, B., Bogatinoska, D. C., Ismajloska, M., & Malekian, R. (2024). Enhancing educational technology in lectures for school students with learning disabilities: A comprehensive analysis. SN Computer Science, 5(6). https://doi.org/10.1007/s42979-024-03049-z
  2. Baek, C., Saito-Stehberger, D., Nam, A., Lopez, G., Jacob, S., & Warschauer, M. (2024). Empowering Latine elementary school students with disabilities: Computer programming through culturally sustaining curriculum. Computer Science Education, 1–26. https://doi.org/10.1080/08993408.2024.2396749
  3. Bachtsis, R., Perifanou, M., & Economides, A. A. (2024). Challenges faced by students with special needs in primary education during online teaching. Education Sciences, 14(3), 220. https://doi.org/10.3390/educsci14030220
  4. Belda-Medina, J. (2024). Inclusive education through digital comic creation in higher learning environments. Social Sciences, 13(5), 272. https://doi.org/10.3390/socsci13050272
  5. Bong, W. K., & Chen, W. (2021). Increasing faculty’s competence in digital accessibility for inclusive education: A systematic literature review. International Journal of Inclusive Education, 1–17. https://doi.org/10.1080/13603116.2021.1937344
  6. Carvalho, A. E., Blanc, S., Aguiar, M., & Torres, A. C. (2024). Fostering diversity and participation with school gardens: Examining possibilities and challenges under different national educational policies. Educational Process International Journal, 13(2). https://doi.org/10.22521/edupij.2024.132.8
  7. Dastyari, A., & Jose, C. (2024). Achieving inclusive and equitable quality education for all: The importance of digital inclusion. Alternative Law Journal, 49(4), 282–287. https://doi.org/10.1177/1037969x241295798
  8. De Soriano, A. J. Z. G., Montoro, M. A., & Colón, A. M. O. (2024). Digital teaching competence and educational inclusion in higher education: A systematic review. The Electronic Journal of e-Learning, 22(1), 31–45. https://doi.org/10.34190/ejel.22.1.3139
  9. Fokides, E., & Lagopati, G. (2024). The utilization of 3D printers by elementary-aged learners: A scoping review. Journal of Information Technology Education Innovations in Practice, 23, 006. https://doi.org/10.28945/5288
  10. Hurwitz, L. B., & Vanacore, K. P. (2022). Educational technology in support of elementary students with reading or language-based disabilities: A cluster randomized control trial. Journal of Learning Disabilities, 56(6), 453–466. https://doi.org/10.1177/00222194221141093
  11. Kumas, O. A., & Yildirim, A. E. S. (2024). Exploring digital parenting awareness, self-efficacy and attitudes in families with special needs children. British Journal of Educational Technology, 55(5), 2403-2418. https://doi.org/10.1111/bjet.13457
  12. Layachi, A., & Pitchford, N. J. (2024). Formative evaluation of an interactive personalised learning technology to inform equitable access and inclusive education for children with special educational needs and disabilities. Technology Knowledge and Learning. https://doi.org/10.1007/s10758-024-09739-0
  13. Lynch, P., Singal, N., & Francis, G. A. (2022). Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: A systematic literature review. Educational Review, 76(2), 405–431. https://doi.org/10.1080/00131911.2022.2035685
  14. Mavrou, K., Symeonidou, S., & Tsakiri, M. (2024). Once inclusive always inclusive (?): Experiences of Cypriot teachers and parents of children with disabilities on the use of technology and collaboration before and during the Covid-19 pandemic. International Journal of Inclusive Education, 1–17. https://doi.org/10.1080/13603116.2024.2326615
  15. Oakley, G. (2024). A scoping review of research on the use of digital technologies for teaching reading fluency. Education Sciences, 14(6), 633. https://doi.org/10.3390/educsci14060633
  16. Paustovska, M., Lytovchenko, S., Marieiev, D., Bazyliak, N., & Malii, A. (2024). Approaches to inclusive foreign language instruction in higher education. Salud Ciencia Y Tecnología - Serie De Conferencias, 3. https://doi.org/10.56294/sctconf2024.711
  17. Pierrés, O., Christen, M., Schmitt-Koopmann, F. M., & Darvishy, A. (2024). Could the use of AI in higher education hinder students with disabilities? A scoping review. IEEE Access, 12, 27810–27828. https://doi.org/10.1109/access.2024.3365368
  18. Rincón, S. a. C., Gudiño, H. M., & De Jesús Gil Herrera, R. (2024). Robotics for inclusive education: Combining active methodologies in a classroom. Contemporary Educational Technology, 16(3), ep522. https://doi.org/10.30935/cedtech/14939
  19. Stalmach, A., D’Elia, P., Di Sano, S., & Casale, G. (2023). Digital learning and self-regulation in students with special educational needs: A systematic review of current research and future directions. Education Sciences, 13(10), 1051. https://doi.org/10.3390/educsci13101051
  20. Umar, F., Misbah, M., Jannah, M., & Mahakeeta, A. (2024). Bibliometric analysis of adaptive physical education in inclusive education to promote Sustainable Development Goals. E3S Web of Conferences, 568, 04032. https://doi.org/10.1051/e3sconf/202456804032