Saudi teachers’ perceptions on pedagogical affordances of digital applications in teaching students with learning disabilities
Bibliographic Data
| ID | 21632825 |
|---|---|
| Authors | Sarah Salem Alqahtani (0000-0001-8295-6126, Department of Teaching and Learning / College of Education and Human Development, Princess Nourah Bint Abdulrahman University (PNU), Riyadh, Saudi Arabia, corresponding author) |
| Year | 2024 |
| Pages | 1-15 |
| Publication date | 2024-07-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2024.2372643 |
| OpenAlex | W4400424145 |
| Language | EN |
| Citations received | 1 |
| References cited | 14 |
Creating a supporting learning environment for students with learning disabilities has been the concern of most teachers. However, digital applications provide numerous pedagogical affordances for teaching students with learning disabilities. This quantitative study examined teachers’ perspectives on the pedagogical affordances of digital applications and challenges when teaching students with learning disabilities in primary schools in Riyadh, Saudi Arabia. Data were collected from 280 teachers of students with learning disabilities through a questionnaire using a random strategy. The results showed that despite teachers’ awareness of the pedagogical affordances of digital applications in developing the academic skills of students with learning disabilities, the use of digital applications was intermediate. Teachers identified a lack of digital tools, time pressure and teachers’ workload as hindering the use of digital applications in their teaching. Findings also reveal statistically significant differences in perceptions for males and females, holding a master’s degree or above qualification, experience category (1–5 years), and training category (1–5 training sessions). These findings highlight the need for ongoing professional development and support that focuses more on real-classroom practices and resources, and how teachers can use digital tools to meet the various learning needs of students with learning disabilities
Affordance · Educational technology · Electronic learning · Human–computer interaction · Mathematics education · Multimedia · Pedagogy · Perception · Teaching method · Technology integration · Computer Science · Education and Technology Integration · Gender and Technology in Education · Online and Blended Learning · Psychology
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |