This study addresses the challenge of inclusion in mainstream schools of learners with developmental and attention deficits and examines the potential of a digital structuring tool, MobilizeMe, to scaffold this process, including the impact and implications associated with the implementation. The study focuses on the discrepancy arising from, on the one hand, the digital and pedagogical affordances for scaffolding the focus learners, and on the other hand, the lack of utilization of these affordances in the context of study. From a case study approach, the paper touches upon the digital functionality of the tool, the pedagogical practice of the teachers and, finally, the consequences of the implementation. Based on the analysis and its findings the study presents a generic model for understanding the elements of the construction of new technology supported pedagogical practices.
|Journal||Multicultural Educational & Technology Journal|
|Publication status||Submitted - 2020|