Programma della conferenza

The pervasive influence of technology on our lives is calling for a radical shift in the educational curriculum, compelling schools to introduce Computer Science (CS) and Computational Thinking (CT) as essential subjects for today's and future learners.

Despite the considerable progress in developing educational content, methodologies, and tools for teaching CS/CT, a notable gap persists in accommodating students with special needs. Within this context, technology is not merely an aid but the actual learning goal.

To address this, we conducted a systematic review analyzing interventional studies from 2015 to 2024 that involve CS/CT education targeted at students with special needs within the scope of compulsory education.

The research questions aim to identify the most successful types of interventions, their benefits, and the overall impact based on the underlying educational approaches.

The findings highlight the widespread use of educational robotics as a tool to foster inclusion and engagement among diverse learners. This approach has been shown to improve problem-solving skills and executive functions. Interventions designed for CS/CT education support metacognitive aspects, with tangible interfaces playing a pivotal role in facilitating these processes.

Studies targeting specific categories of special needs, such as Autism Spectrum Disorder, have observed a positive impact on social-emotional skills, providing insights for enhancing technology-mediated inclusion in educational settings. Envisioning a future with an increasing number of technology-related jobs, prioritizing CS/CT education for students with special needs could significantly contribute to their future prospects and help them fulfill their potential.

The Staff E-learning, Online collaboration, Architectures - Information Systems Management, Portal, E-learning of the University of Turin, among other services, deals with technical and methodological support for the E-learning’ universe. Based on general indications from the university's strategic plan, the Staff has implemented actions aimed at promoting greater accessibility and inclusion of web resources against any form of discrimination. In this context, a Moodle E-learning platform and a video registration and management system have been made available to all academic teaching structures, along with technical and methodological training interventions for teachers. Currently, the goal is to keep on improving the accessibility of digital resources. Several initiatives have been implemented: documentation for creating accessible teaching materials, tools for subtitling videos and vocalizing texts, software for producing accessible multimedia content, and so on. Furthermore, the Staff has participated in the development of an online course for disabled students’ tutors, based on materials made accessible since its design phase. From this experience and participation, along with expert teachers in the field, in a call from the University's Teaching and Learning Center, the idea of a course for professors dedicated to the creation of accessible teaching materials has emerged, with delivery methods that respect the recommendations contained within the course itself. A multi-channel, interactive course to support the creation of inclusive teaching materials based on Universal Design for Learning, where the user can autonomously decide the order in which she/he will access the content.

Virtual reality (VR) simulations are increasingly utilized in various educational and training settings to complement conventional learning approaches. The adaptable nature of virtual laboratories provides students with numerous advantages, such as exposure to hazardous reactions, complex procedures, or costly equipment, without the need for a physical science lab. Despite this, there is a scarcity of research supporting the effectiveness and efficiency of this innovative learning tool. Hence, this study aimed to evaluate the impact of biotechnology training using immersive VR technologies on students' motivation and learning outcomes compared to conventional methods alone. To achieve this goal, two distinct strategies were tested, respectively VR simulations were used “in place of” or “in addition to” the teacher's introductory lesson of a hands-on laboratory experience. Pre- and post-activity questionnaires were administered to measure the participants' theoretical knowledge, self-efficacy, interest in biotechnology, and engagement levels. Results indicated that replacing the introductory lesson with an immersive VR simulation led to lower learning outcomes compared to the traditional approach. Conversely, integrating VR simulations alongside existing methods resulted in higher learning outcomes, signifying a deeper comprehension of the subject matter. Additionally, the study revealed that learning through immersive VR simulations fosters greater student motivation than traditional methods. Thus, incorporating this technology alongside the established educational approaches in biotechnology could be considered a beneficial strategy to enhance student engagement while elevating learning outcomes.

The European Project IA-ME (Innovative methods and Artificial Intelligence in MOOC for special needs teacher Education) aims to support teachers in inclusive education by introducing a technological tool guiding them from evaluation to the implementation and monitoring of individualized educational plans for Special Educational Needs (SEN) students.

The project comprises 5 work packages with initial findings stemming from focus groups (FG) conducted across all IA-ME partner countries (Italy, Hungary, Spain, Greece, Turkey).

The FG’s goal was designed to collect teachers' views on the use of technology in inclusive education, to gather meaningful data on how teaching practices can be adapted to their needs

At least one FG was carried out in each partner country, involving a total of 53 teachers. Before the FG, participants were asked to complete the MyDigiSkills questionnaire, to assess digital competence, in addition to providing demographical data and career experience.

Teachers from each partner country answered 14 questions during the FG.

From the thematic analysis, several themes related to what inclusive education meant to participants emerged: adaptation and personalization, focus on needs and their point of view on technology as an inclusive tool.

Finally, different opinions on what they consider to be obstacles and facilitators in working practice emerged, such as collaboration with colleagues, family involvement, and adequate structures and tools.

Insights collectively garnered from the FGs have proven invaluable for understanding teachers’ opinions and enhancing European initiatives aimed at fostering an inclusive and technologically advanced school environment.