{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,24]],"date-time":"2026-03-24T02:19:07Z","timestamp":1774318747296,"version":"3.50.1"},"reference-count":39,"publisher":"MDPI AG","issue":"5","license":[{"start":{"date-parts":[[2025,5,16]],"date-time":"2025-05-16T00:00:00Z","timestamp":1747353600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Behavioral Sciences"],"abstract":"<jats:p>Reading and writing are foundational skills throughout school grades that could be improved using digital technology, especially in inclusive contexts. The present study aimed to understand primary teachers\u2019 use of technology and their self-efficacy perception in the use of digital technology in inclusive settings, considering their application of universal, selective, or additional measures. In total, 290 Portuguese primary school teachers (1st to 4th grades) aged 25 to 66 years old (M = 49.32, SD = 8.59), mostly female, filled in an online survey, comprising a sociodemographic sheet and four questionnaires related to digital technologies. The results show that most teachers apply measures within the inclusive education framework (n = 277). The sociodemographic and educational profiles of teachers who use or do not use those technologies were similar, as were teachers\u2019 self-efficacy scores about using digital technologies, perception about the utility of those technologies, and use of them, overall and for reading and writing specifically. The more teachers consider themselves efficacious in using digital technologies and the more they hold a positive perception of those technologies, the more they report their use. These findings reinforce the influence of teachers\u2019 internal factors, such as self-efficacy, on the use of digital technologies, independent of students\u2019 specific difficulties.<\/jats:p>","DOI":"10.3390\/bs15050682","type":"journal-article","created":{"date-parts":[[2025,5,16]],"date-time":"2025-05-16T08:32:29Z","timestamp":1747384349000},"page":"682","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Reading and Writing Development in Inclusive Settings: Teachers\u2019 Perception of the Use of Digital Technology"],"prefix":"10.3390","volume":"15","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-3634-4326","authenticated-orcid":false,"given":"L\u00e9nia","family":"Carvalhais","sequence":"first","affiliation":[{"name":"Department of Psychology and Education, University Portucalense, 4200-072 Porto, Portugal"},{"name":"Life Quality Research Centre (CIEQV), 2001-964 Santar\u00e9m, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4372-3930","authenticated-orcid":false,"given":"Paula","family":"Vagos","sequence":"additional","affiliation":[{"name":"William James Center for Research, University of Aveiro, 3810-193 Aveiro, Portugal"}]},{"given":"L\u00eddia Ferreira","family":"Cerejeira","sequence":"additional","affiliation":[{"name":"Escola Superior de Educa\u00e7\u00e3o, Instituto Polit\u00e9cnico de Santar\u00e9m, 2001-904 Santar\u00e9m, Portugal"}]},{"given":"Teresa","family":"Limpo","sequence":"additional","affiliation":[{"name":"Faculty of Psychology and Education Sciences, University of Porto, 4200-135 Porto, Portugal"}]}],"member":"1968","published-online":{"date-parts":[[2025,5,16]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"281","DOI":"10.1007\/s11125-020-09504-y","article-title":"Developing inclusive education in Portugal: Evidence and challenges","volume":"49","author":"Alves","year":"2020","journal-title":"Prospects"},{"key":"ref_2","doi-asserted-by":"crossref","first-page":"139","DOI":"10.1353\/foc.2012.0014","article-title":"Technology tools to support reading in the digital age","volume":"22","author":"Biancarosa","year":"2012","journal-title":"The Future of Children"},{"key":"ref_3","doi-asserted-by":"crossref","first-page":"82","DOI":"10.1016\/j.compedu.2014.04.013","article-title":"Factors influencing digital technology use in early childhood education","volume":"77","author":"Blackwell","year":"2014","journal-title":"Computers & Education"},{"key":"ref_4","doi-asserted-by":"crossref","first-page":"57","DOI":"10.1016\/j.compedu.2016.02.010","article-title":"The influence of TPACK contextual factors on early childhood educators\u2019 tablet computer use","volume":"98","author":"Blackwell","year":"2016","journal-title":"Computers & Education"},{"key":"ref_5","doi-asserted-by":"crossref","first-page":"101","DOI":"10.3102\/00346543072001101","article-title":"Computer-assisted instruction in support of beginning reading instruction: A review","volume":"72","author":"Blok","year":"2002","journal-title":"Review of Educational Research"},{"key":"ref_6","first-page":"136","article-title":"Factors influencing teachers\u2019 adoption and integration of information and communication technology into teaching: A review of the literature","volume":"8","year":"2012","journal-title":"International Journal of Education and Development Using Information and Communication Technology (IJEDICT)"},{"key":"ref_7","doi-asserted-by":"crossref","unstructured":"Cabero-Almenara, J., Guti\u00e9rrez-Castillo, J. 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