Solitude or co-existence: or learning-together-apart with digital dialogic technologies for kids with developmental and attention difficulties

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Abstract

This study reports on research into the impact of digital technological interventions for including kids with attention and developmental deficits into school class contexts. It describes, how the authors have approached the challenge of researching inclusion of kids with attention and developmental deficits for communication, collaboration and knowledge sharing. The analysis assesses the potential of interventions with digital technology for acting as stimulating enzymes for life and learning. On the basis of a thorough discussion of the findings, the authors assess the degree to which interventions with digital technologies, e.g. Virtual Learning Environments (VLEs), may promote inclusion through stimulating the participation in life and learning of kids with attention and developmental deficits.
Original languageEnglish
Article numbere4
Book seriesEAI Endrosed Trasactions on Creative Technologies
Volume4
Issue number12
Pages (from-to)1-10
Number of pages10
ISSN2409-9708
DOIs
Publication statusPublished - 3 Oct 2017

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