Evaluación formativa: tableta y estudiantes  con trastorno del espectro autista

María Isabel Gómez León

doi:10.51302/tce.2023.9025

Authors

María Isabel Gómez León Profesora de la Universidad Internacional de La Rioja (Logroño, España) https://orcid.org/0000-0001-7466-5441

DOI:

https://doi.org/10.51302/tce.2023.9025

Keywords:

assessment for learning, tablet, iPad, mobile devices, educational technology, autism spectrum disorder (ASD), inclusive education

Abstract

The recent implementation of digital tablets in the educational planning of students (men and women) with autism spectrum disorder (ASD) implies new evaluation modalities. The assessment for learning allows the teacher to regulate the teaching methodically observing the students to adjust the pedagogical interventions and the didactic situations in a more individual and systematic way. The tablet facilitates this work by providing continuous and immediate feedback that benefits both teachers and students. However, the use of this type of technology represents a challenge for education professionals, which significantly hinders the evaluation process. The aim of this study is to synthesize the limits and difficulties encountered by professionals throughout their assessment for learning in the use of digital tablets as an educational tool in students with ASD. A search was carried out in the Scopus, Web of Science, PubMed, ERIC, IEEE Xplore and ACM Digital Library databases following the criteria established in the PRISMA (preferred reporting items for systematic reviews and meta-analyses) declaration. Professionals mostly report problems related to the effects of digital tools on children or the difficulty of the teacher in knowing how to discriminate through the multitude of products available «what works» and «why». Empirical evidence related to the difficulties found is analyzed and the results are discussed with the aim of giving a scientifically based response to the practical problems described by teachers related to the implementation of these technologies in the classroom.

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Author Biography

María Isabel Gómez León, Profesora de la Universidad Internacional de La Rioja (Logroño, España)

Doctora en Neurociencia, con sobresaliente cum laude por la Universidad Complutense de Madrid (España). Ha participado en proyectos de investigación con la Universidad Complutense de Madrid y con la Universidad Politécnica de Madrid (España). Actualmente es profesora de grado y posgrado en la Universidad Internacional de La Rioja, en la Universidad Nebrija (España) y en la Universidad Camilo José Cela (España); directora y profesora de posgrado en el Máster de Atención Temprana en la Universidad Francisco de Vitoria (España); y gerente de un centro de neuropsicología infantil, especializado en atención temprana.

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