ICTs and Special Education in Kindergarten

Authors

  • Athanasios Drigas NATIONAL CENTER FOR SCIENTIFIC RESEARCH "DEMOKRITOS"
  • Georgia Kokkalia NATIONAL CENTER FOR SCIENTIFIC RESEARCH "DEMOKRITOS"

DOI:

https://doi.org/10.3991/ijet.v9i4.3662

Keywords:

kindergarten, ICT, intervention and diagnostic tools, special education, giftedness, bilingualism

Abstract


Recent development in the role of special education in kindergarten children includes the use of Information and Communication Technologies (ICTs). ICT nowadays is recognized as a tool that can foster the knowledge and the experiences for this crucial age and the support of specific areas in kindergarten according to the educational perspective and the areas of needs they serve is thought significant. In this paper we present a brief overview of the most representative studies of the last decade (2003-2013) which concentrates on the most frequent difficulties that children face in kindergarten and are supported by ICTs. The effectiveness of ICT in gifted and bilingual children is also presented.

Author Biographies

Athanasios Drigas, NATIONAL CENTER FOR SCIENTIFIC RESEARCH "DEMOKRITOS"

INSTITUTE OF INFORMATICS AND TELECOMMUNICATIONS - TELECOMS LAB-NET MEDIA LAB - RESEARCHER

Georgia Kokkalia, NATIONAL CENTER FOR SCIENTIFIC RESEARCH "DEMOKRITOS"

INSTITUTE OF INFORMATICS AND TELECOMMUNICATIONS - TELECOMS LAB-NET MEDIA LAB - ASSOCIATE RESEARCHER

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Published

2014-06-14

How to Cite

Drigas, A., & Kokkalia, G. (2014). ICTs and Special Education in Kindergarten. International Journal of Emerging Technologies in Learning (iJET), 9(4), pp. 35–42. https://doi.org/10.3991/ijet.v9i4.3662

Issue

Vol. 9 No. 4 (2014)

Section

Papers