Feasibility of a mobile phone training on autism spectrum disorders for teachers in Tanzania

IF 3.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Technology Pedagogy and Education Pub Date : 2023-03-24 DOI:10.1080/1475939X.2023.2192517
Daniele C. Martino, Nilofer C. Naqvi
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Abstract

ABSTRACT Despite the rising global prevalence of autism spectrum disorders (ASD), significant disparities in ASD knowledge persist worldwide. Professional development trainings are effective in increasing teacher knowledge of ASD; however, in-person trainings pose accessibility concerns for teachers in low- and middle-income countries. In sub-Saharan Africa, few teacher development opportunities exist and logistical barriers limit attendance, highlighting the need for a more accessible training modality. The present study used a pre-post-test methodology among general and special education teachers in urban Tanzania to evaluate the feasibility of a mobile phone-delivered training on ASD. Results indicated a robust 84% participation rate and high quiz scores across training modules. The benefits of using mobile phone technology in a low-resource setting are presented. As the first asynchronous ASD training developed and implemented among teachers in Tanzania, this study can guide future research that explores how best to increase ASD knowledge among community members using technology.
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为坦桑尼亚教师提供关于泛自闭症障碍的手机培训的可行性
尽管自闭症谱系障碍(ASD)的全球患病率不断上升,但全球范围内对ASD的认识仍存在显著差异。专业发展培训能有效提高教师的泛自闭症障碍知识;然而,面对面培训给低收入和中等收入国家的教师带来了无障碍问题。在撒哈拉以南非洲,教师发展机会很少,后勤障碍限制了出勤率,因此需要一种更容易获得的培训方式。本研究在坦桑尼亚城市普通教育和特殊教育教师中采用了一种前-后测试方法,以评估手机提供的自闭症障碍培训的可行性。结果表明,在所有培训模块中,参与者的参与率高达84%,测验成绩也很高。在低资源环境下使用移动电话技术的好处。作为坦桑尼亚第一个在教师中开发和实施的异步ASD培训,本研究可以指导未来的研究,探索如何最好地利用技术增加社区成员的ASD知识。
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来源期刊
Technology Pedagogy and Education
Technology Pedagogy and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.50
自引率
2.00%
发文量
25
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