Title: Strengths and weaknesses of using educational technology in inclusive settings with limited available resources: reflections on a classroom-based computer-mediated collaborative learning approach

Authors: Kyriakos Demetriou

Addresses: Department of Education, School of Education, University of Nicosia, 46 Makedonitissas Avenue, CY-2417, Nicosia, Cyprus

Abstract: This study explores the strengths and weaknesses of using educational technology in inclusive settings with limited available resources, in Cyprus. A primary school teacher and her students participated in a series of classroom-based computer-mediated collaborative learning sessions. Students worked in groups and solved a number of mathematical problems with the use of a limited number of available computers in the computer lab of their school. The participants reflected upon their experiences in interviews that were conducted before and after these sessions. In addition, a reflective journal was used to reflect on the process. The thematic analysis of participants' reflections upon their experiences and the reflective journal unveiled several strengths such as that teacher custom-made learning environments, combined with collaboration in groups, can be a possible solution for technology-rich learning experiences for children in inclusive settings. Also, some benefits of collaboration in groups with the use of the computer occurred, such as working in small groups, increased acceptance, group balance and increased participation. However, some weaknesses of using educational technology in environments with limited available technological resources arose from the analysis. These were technical issues and challenges of collaboration in groups with the use of the computer.

Keywords: technology in the classroom; inclusive settings; computer-mediated learning; collaborative learning.

DOI: 10.1504/IJLT.2023.134582

International Journal of Learning Technology, 2023 Vol.18 No.3, pp.279 - 303

Received: 01 Apr 2022
Received in revised form: 28 Sep 2022
Accepted: 23 Nov 2022
Published online: 30 Oct 2023 *

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