What predicts teachers' use of digital learning in Germany? Examining the obstacles and conditions of digital learning in special education

The school closures during the COVID-19 outbreak triggered ashift towards digital learning. Whilst this is amajor challenge for mainstream education, the implementation of digital learning poses an even bigger challenge for special education teachers, as they are confronted with different learning r...

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Veröffentlicht in:	European journal of special needs education Jg. 36; H. 1; S. 80 - 97
Hauptverfasser:	Börnert-Ringleb, Moritz, Casale, Gino, Hillenbrand, Clemens
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Chichester Routledge 01.01.2021 Taylor & Francis Ltd
Schlagworte:	Barriers Behavior Problems Collegiality COVID-19 Digital learning Electronic Learning Elementary Secondary Education Family support Foreign Countries Intention Learning Learning Problems Learning processes Pandemics Parent Participation Predictor Variables School Closing Self control Self Efficacy Self Management Self regulation Special education Special Education Teachers Special Needs Students Students Students with Disabilities Teacher Attitudes Teacher education Teachers Technical Support Usability Germany
ISSN:	0885-6257, 1469-591X
Online-Zugang:	Volltext
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