Using Google Classroom as Assistive Technology in Universally Designed Classrooms
This study focuses on the use of Google Classroom as assistive technology in inclusive classrooms. Findings were based on data collected through single-case study methodology in semi-structured formal and informal interviews with eight teachers and a focus group with six students at one junior high...
Published in: | Canadian Journal of Learning and Technology |
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The Canadian Network for Innovation in Education
2023
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Online Access: | http://id.erudit.org/iderudit/1102450ar https://doi.org/10.21432/cjlt28456 |
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fterudit:oai:erudit.org:1102450ar 2023-09-05T13:21:13+02:00 Using Google Classroom as Assistive Technology in Universally Designed Classrooms Sharpe, Stephen Young, Gabrielle 2023 http://id.erudit.org/iderudit/1102450ar https://doi.org/10.21432/cjlt28456 en eng The Canadian Network for Innovation in Education Érudit Canadian Journal of Learning and Technology vol. 49 no. 1 (2023) http://id.erudit.org/iderudit/1102450ar doi:10.21432/cjlt28456 ©, 2023StephenSharpe, GabrielleYoung Google Classroom assistive technology universal design for learning inclusive education technologie d'assistance conception universelle de l'apprentissage éducation inclusive text 2023 fterudit https://doi.org/10.21432/cjlt28456 2023-08-12T23:13:13Z This study focuses on the use of Google Classroom as assistive technology in inclusive classrooms. Findings were based on data collected through single-case study methodology in semi-structured formal and informal interviews with eight teachers and a focus group with six students at one junior high school in the province of Newfoundland and Labrador in Canada. This study is designed to better understand the benefits and challenges associated with the use of Google Classroom within the framework of universal design for learning. The findings showed that Google Classroom was perceived by both teachers and students as effective classroom technology in meeting the needs of each learner in the classroom. 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. Text Newfoundland Terre-Neuve Érudit.org (Université Montréal) Canada Newfoundland Canadian Journal of Learning and Technology 49 1 1 17 |
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Érudit.org (Université Montréal) |
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English |
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Google Classroom assistive technology universal design for learning inclusive education technologie d'assistance conception universelle de l'apprentissage éducation inclusive |
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Google Classroom assistive technology universal design for learning inclusive education technologie d'assistance conception universelle de l'apprentissage éducation inclusive Sharpe, Stephen Young, Gabrielle Using Google Classroom as Assistive Technology in Universally Designed Classrooms |
topic_facet |
Google Classroom assistive technology universal design for learning inclusive education technologie d'assistance conception universelle de l'apprentissage éducation inclusive |
description |
This study focuses on the use of Google Classroom as assistive technology in inclusive classrooms. Findings were based on data collected through single-case study methodology in semi-structured formal and informal interviews with eight teachers and a focus group with six students at one junior high school in the province of Newfoundland and Labrador in Canada. This study is designed to better understand the benefits and challenges associated with the use of Google Classroom within the framework of universal design for learning. The findings showed that Google Classroom was perceived by both teachers and students as effective classroom technology in meeting the needs of each learner in the classroom. 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. |
format |
Text |
author |
Sharpe, Stephen Young, Gabrielle |
author_facet |
Sharpe, Stephen Young, Gabrielle |
author_sort |
Sharpe, Stephen |
title |
Using Google Classroom as Assistive Technology in Universally Designed Classrooms |
title_short |
Using Google Classroom as Assistive Technology in Universally Designed Classrooms |
title_full |
Using Google Classroom as Assistive Technology in Universally Designed Classrooms |
title_fullStr |
Using Google Classroom as Assistive Technology in Universally Designed Classrooms |
title_full_unstemmed |
Using Google Classroom as Assistive Technology in Universally Designed Classrooms |
title_sort |
using google classroom as assistive technology in universally designed classrooms |
publisher |
The Canadian Network for Innovation in Education |
publishDate |
2023 |
url |
http://id.erudit.org/iderudit/1102450ar https://doi.org/10.21432/cjlt28456 |
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Canada Newfoundland |
geographic_facet |
Canada Newfoundland |
genre |
Newfoundland Terre-Neuve |
genre_facet |
Newfoundland Terre-Neuve |
op_relation |
Canadian Journal of Learning and Technology vol. 49 no. 1 (2023) http://id.erudit.org/iderudit/1102450ar doi:10.21432/cjlt28456 |
op_rights |
©, 2023StephenSharpe, GabrielleYoung |
op_doi |
https://doi.org/10.21432/cjlt28456 |
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Canadian Journal of Learning and Technology |
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49 |
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1 |
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1 |
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17 |
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1776201818861207552 |