Suchergebnisse

Compared to the abundant generic research on technologies and education, few studies focus on the scope of whether the technologies used meet the expectations set forth in international reports and to what extent technology contributes to transforming educational practice. Our objective was to identify and analyze the characteristics of educational practices that are being developed in higher education and to assess the value that technology brings to educational practice. We conducted a systematic review of academic papers published in scientific journals: a corpus of 1,207 articles from six journals included in indexed databases (JCR and SJR), selected using Google Scholar Metrics. According to the various records screened, the study we present is based on 49 articles, published between 2018 and 2019. We conclude that beyond their reproducible, enriching, or transformative nature, most of the articles analyzed address the improvement of students' performance, engagement, or self-perception, in which they positively value the experience of learning mediated by digital technology, although they do not have an impact on the transformative value.

BackgroundThe study assesses the support needs of individuals with intellectual disability and their families in Catalonia. The present authors examine family quality of life (FQoL), identify the individual services required and assess families' perceptions of the extent to which their family member with intellectual disability and they themselves receive the services they need.Materials and MethodsThe N&S questionnaire (Needs and Supports for people with intellectual disability and their families) was administered to 2160 families with a family member with intellectual disability aged under 70 in Catalonia (Spain).ResultsOverall mean FQoL was quite high. FQoL was associated with family income, education, employment and percentage level of disability. Neither people with intellectual disability nor their families receive the specific support they need.ConclusionsBesides providing specific support for individuals with intellectual disability, local policymakers and practitioners should apply a family‐centred approach to the provision of support for families in order to improve FQoL.

AbstractResearchers, professionals, and families have shown increasing concern about the quality of life of people with intellectual disabilities (ID) and their families. Due to the growing interest in family quality of life (FQoL) as a key issue for social policy in the ID field, the aim of this research was to explore FQoL in Catalonia (Spain). The Spanish Family Quality of Life Scales (CdVF‐E) were completed by 144 families using the version for households with children up to 18 years of age and by 122 families using the version for households with adult children over 18 years of age. The results show that FQoL is higher in families with adult children over 18 years of age than in families with children up to 18 years of age, and there are differences among domains in both groups. Likewise, there are relations between the scores in the scales and some demographic characteristics such as marital status, level of education, employment status, and family income, particularly in households with children under 18 years of age.