Erityistä tukea saavien oppilaiden minä-pystyvyyden ja yhteistyötaitojen vahvistaminen teknologia- ja digiharjoitusten avulla

The study examined the impact of technology-based exercises on the use of digital technologies, digital skills-related self-efficacy, and the development of collaboration skills among students receiving special support (N = 18). The research was conducted in two small groups in basic education (grades 5–7) during the years 2022–2023. The development of students’ digital self-efficacy and collaboration skills was assessed at five measurement points using self-assessment questionnaires, and the data were complemented by observation diaries maintained by special education teachers. According to the self-assessments, digital self-efficacy generally improved during the technology-based instruction; however, after the summer break, students’ perceived digital self-efficacy had declined. Students also reported an improvement in their collaboration skills during the study. The findings suggest that regular and diverse technology-based instruction, combined with guided feedback, can strengthen students’ confidence in their ability to use digital technologies and promote the development of collaboration skills.