Educational Innovation in Secondary Classrooms in Castellón Province, Spain: Qualitative insights into ICT Use and Motivational Strategies | Chapter 8 | Language, Literature and Education: Research Updates Vol. 10

 

The Master’s Degree in Secondary Education, Vocational Training, and Language Teaching at Universitat Jaume I (Castellón, Spain) includes a required Practicum in secondary education schools. In secondary education, the integration of Information and Communication Technologies (ICT) has emerged as a central dimension of innovation, yet its effectiveness depends largely on how technology is pedagogically embedded. This study examines how mentor teachers incorporate innovative methodologies and Information and Communication Technologies (ICT) during this placement. A total of 115 Master’s students analysed the pedagogical practices of their mentor teachers across 36 secondary schools in Castellón Province. Special attention was given to teachers’ use of innovative resources and their strategies for encouraging student motivation. Findings reveal notable differences among teachers. While 15% demonstrated consistent and meaningful integration of innovative practices and ICT tools, 40% mixed traditional methods with limited technological support, and 45% primarily relied on traditional, lecture-based instruction. The results suggest that although ICT resources are widely available, their pedagogical integration largely depends on teacher intent and methodological focus. The study emphasises that innovation is a structured and reflective process rather than just technological adoption.

 

 

Author(s) Details

María Luisa Renau Renau
Universitat Jaume I, Castellón, Spain.

 

Please see the book here :- https://doi.org/10.9734/bpi/lleru/v10/7187

Special Needs Education in the Digital Era: Concepts, Strategies and Potential Development | Book Publisher International

 

The book “Special Needs Education in the Digital Era: Concepts, Strategies, and Potential Development” explores the urgency of inclusive education and the empowerment of individuals with special needs in the context of rapid technological advancement. The discussion begins with the philosophical and humanitarian foundation that every human being, regardless of physical, intellectual, emotional, or social limitations, deserves equal rights and opportunities in education and social participation. The book emphasises that individuals with special needs possess unique potentials that, when properly recognised and facilitated, can be developed into valuable competencies for personal independence and social contribution. This work also presents a comprehensive framework that integrates conceptual understanding, identification, and the implementation of digital-based learning strategies tailored to the diverse characteristics of learners. It discusses the role of educators, counsellors, and families in building adaptive and strength-based learning environments supported by digital innovation. The book further highlights how technological tools—particularly in the digital era—can enhance accessibility, interactivity, and effectiveness in special needs education, thereby fostering motivation, confidence, and inclusivity. The book aims to provide both theoretical and practical contributions. For academics, it serves as a reference in the study of inclusive education and educational technology. For practitioners, it offers concrete strategies to identify and develop the potential of learners with special needs through observation, assessment, and individualised intervention. Ultimately, this book aspires to promote social awareness and create an inclusive educational ecosystem that respects human diversity and dignity in the digital age.

Author(s) Details

Melda Rumia Rosmery Simorangkir
Universitas Kristen Indonesia, Indonesia.

 

Nugra Heni Kristina
Universitas Kristen Indonesia, Indonesia.

 

Please see the book here :- https://doi.org/10.9734/bpi/mono/978-93-88417-30-3