Network Technology and Homebound Inclusive Education

Guglielmo Trentin and Vincenza Benigno (Editors)
Institute of Educational Technology, Italian National Research Council, Genoa, Italy

Series: Education in a Competitive and Globalizing World
BISAC: EDU026030

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There are students who, because of a wide range of impediments (disability, long-term illness, temporary or permanent home care, particular syndromes such as ‘multiple chemical sensitivity’) are confined to their homes or other physical environments (hospitals, provisional homes, etc.) and consequently find difficulty in regularly attending education and training programs.

While national laws on the right to education do protect such situations, the in-presence support offered to students and families is actually not always adequate for real, effective socio-educational inclusion. This is why great hopes are now being placed in the opportunities offered by the new network and mobile technologies (NMTs), given their massive personal and home diffusion. NMTs have already shown themselves to be invaluable in favoring both the individual and collaborative online learning of homebound students, and the distance support of study activities by teachers.

The aim of this book is to reach beyond the strictly pedagogical aspects linked to NMT educational use, analyzing how these technologies are able to potentiate educational inclusion processes for homebound students by focusing on and amplifying the online social interaction of all those who are directly and indirectly involved in the specific problem (i.e. students, educators, families, clinics, associations, local authorities, etc.).

By gathering together important contributions from leading international experts in the field, the book tackles the theme of inclusive education from 4 different, though closely complementary, viewpoints: (1) the homebound student; (2) the educators; (3) the network of social relations at whose intersection disadvantaged students find themselves; (4) the technologies which will most effectively advance the specific process of homebound inclusive education.

The book is divided into three parts. The first part introduces the context and also suggests conceptual frameworks both for homebound students’ special instruction and for the training of teachers involved in hospital and home education. In the second part, three specific projects which support socio-educational inclusion of students with serious illnesses are presented. The third part describes a series of experiences and good practices in the use of NMTs to support the learning processes of hospitalized and/or homebound children. (Imprint: Nova)

Preface pp.i-xiv

Chapter 1. Utilizing Technology to Enhance the Educational and Social Experiences Designed for Homebound and In-Home Learners
(Kathleen Covey, Wilkes University, Wilkes-Barre, PA, USA)pp.1-14

Chapter 2. Technology Assisted Homebound Instruction: A Conceptual Framework
(Jon Scott and Sherrie Pardieck, Normal Community High School, Normal, IL, USA, and others)pp.15-40

Chapter 3. Sociotechnical Implications of Promoting Social Connected Well-being through Technology in Healthcare Environments
(Paula Hicks and Veronica Lambert, Centre for Health Informatics, Trinity College Dublin, Ireland, and others)pp.41-68

Chapter 4. Homebound School Education: an Italian Survey on ICT Use
(Manuela Repetto, Institute for Educational Technology, National Research Council, Genoa, Italy)pp.69-84

Chapter 5. Hospital and Home School Education: A Potential Crucible for “2.0 Teachers”
(Guglielmo Trentin, Institute for Educational Technology, National Research Council, Genoa, Italy)pp.85-98

Chapter 6. Again at my School by Fostering Communication through Interactive Technologies for Long Term Sick Children: The ASCIT Project
(Fabian Di Fiore, Wim Lamotte, Frank Van Reeth and Els Janssens, Hasselt University, Expertise Centre for Digital Media - IBBT, Belgium, and others)pp.99-122

Chapter 7. The WISE Project and the Support for Social/Educational Inclusion
(Guglielmo Trentin, Vincenza Benigno and Manuela Repetto, Institute for Educational Technology, National Research Council, Genoa, Italy)pp.123-140

Chapter 8. E-Learning and E-Inclusion for Hospitalized Children
(Carina Soledad González-González, Pedro Toledo-Delgado, Margarita Rodríguez-Rodríguez, Silvia Alayón-Miranda and Vanesa Muñoz-Cruz, Universidad de La Laguna, Spain)pp.141-162

Chapter 9. Including Hospitalized Students in Education with Network Technology: An Australian Example
(Anthony Jones, Graduate School of Education, University of Melbourne, Australia)pp.163-178

Chapter 10. Connecting Homebound Students to their Classrooms Using Skype Technology
(Pavel Samsonov and Steve Harris, University of Louisiana at Lafayette, LA, USA, and others)pp.179-188

Chapter 11. An Action Research Approach for Inclusive Homebound School Education Using ICT: Two Case Studies
(Vincenza Benigno, Institute for Educational Technology, National Research Council, Genoa, Italy)pp.189-210

Biographies pp.211-218

Index pp.219-231

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