<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Raquel Suriá  Martínez</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DISABILITY AND THE USE OF ICT IN EDUCATION: DO STUDENTS WITH SPECIAL NEEDS RECOGNISE THE SUPPORT GIVEN BY TEACHERS WHEN USING TECHNOLOGY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">formative stages</style></keyword><keyword><style  face="normal" font="default" size="100%">students with disabilities</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher preparation</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching and learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=968813</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">35</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The Information and Communication Technologies are a decisive element to normalize the conditions of the students' life with special needs, and in some cases, one of the options for the access to a school curriculum. However, in the context academic, the development of the new technologies has favored the appearance in new ways of social exclusion. 
 In presented study it was analysed the availability of the necessary resources to these students, checks the usage of the available technology and examines up to what point the students recognise the support of the teachers using information and communication technologies - ICT, to help them succeed in their studies. 
 Thirty-seven students with special needs participated in this study, coming from a secondary school in Alicante and from the University of Alicante. Was prepared a questionnaire to investigate the use, experience and recognition of the support given by the teachers using ICT with these students.
 The results indicated that these students felt ready to use the technology resources in their studies. However, they did not receive support by the teachers and they noticed differences in approach, depending on the stage of the educational course and the type of disability.
 There still exist important obstacles in obtaining a total integration for disabled students; in particular making the role of the teacher a vital issue to provide an educational answer to such diversity.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">149-158</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ketevan  Kobalia</style></author><author><style face="normal" font="default" size="100%">Elza  Garakanidze</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE PROFESSIONAL COMPETENCIES OF THE 21ST CENTURY SCHOOL TEACHER</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">teacher preparation</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher training</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/pdf.html?n=2014/457-1400134439.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">20</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">According to the demands of many educational reforms, a teacher should not only be a provider of knowledge and skills, but also have a positive attitude towards innovations, feel the necessity for self-education, and adopt a student centered teaching approach. Teachers are expected to develop professional skills and always try to be &quot;an effective model of competence&quot; (Bruner, 1976). For example, an examination of education students found that the main emphasis in their preparedness was subject area knowledge. Students did not report a focus on the personality traits. This study reports data gathered from education graduates about their perceptions of the level and extent of professional competence experienced during their preparation. This study has been carried out to reveal the interaction quality between the professionally valuable competences and the consequences of teaching process. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">104-108</style></section></record></records></xml>