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Analyzing the Level of Inclusion of Digital Educational Objects in Eskola 2.0

Analyzing the Level of Inclusion of Digital Educational Objects in Eskola 2.0

Mª Luz Guenaga, Iratxe Mentxaka, Susana Romero, Andoni Eguíluz
Copyright: © 2013 |Pages: 21
ISBN13: 9781466625303|ISBN10: 1466625309|EISBN13: 9781466625310
DOI: 10.4018/978-1-4666-2530-3.ch010
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MLA

Guenaga, Mª Luz, et al. "Analyzing the Level of Inclusion of Digital Educational Objects in Eskola 2.0." Technologies for Inclusive Education: Beyond Traditional Integration Approaches, edited by David Griol Barres, et al., IGI Global, 2013, pp. 199-219. https://doi.org/10.4018/978-1-4666-2530-3.ch010

APA

Guenaga, M. L., Mentxaka, I., Romero, S., & Eguíluz, A. (2013). Analyzing the Level of Inclusion of Digital Educational Objects in Eskola 2.0. In D. Griol Barres, Z. Callejas Carrión, & R. Delgado (Eds.), Technologies for Inclusive Education: Beyond Traditional Integration Approaches (pp. 199-219). IGI Global. https://doi.org/10.4018/978-1-4666-2530-3.ch010

Chicago

Guenaga, Mª Luz, et al. "Analyzing the Level of Inclusion of Digital Educational Objects in Eskola 2.0." In Technologies for Inclusive Education: Beyond Traditional Integration Approaches, edited by David Griol Barres, Zoraida Callejas Carrión, and Ramón López-Cózar Delgado, 199-219. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2530-3.ch010

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Abstract

The Basque Government has published two calls to create digital educational objects for the programme called Eskola 2.0. After having provided schools with technological equipment, these calls aim to increase the use of learning technology in the classroom. More than 300 didactic sequences have been developed, which vary greatly in visual design, content structure, organization, and pedagogical aspects. Even though accessibility is one of the quality criteria, the reality is that they are hardly accessible and inclusive. DeustoTech Learning research group has carried out a survey of the educational objects approved in these calls up to November 2011. The authors evaluated pedagogical and technological aspects to find out how inclusive they are. In this chapter, they provide the results of the survey and propose a set of guidelines for designing more accessible and inclusive objects in the future.

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