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ICTs and Speed Learning in Special Education: High-Consciousness Training Strategies for High-Capacity Learners through Metacognition Lens

Author

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  • Eleni Mitsea

    (N.C.S.R."Demokritos"ΙΙΤ- Net Media Lab and Mind - Brain R&D, Athens, Greece/ University of the Aegean and Communication Systems Engineering Department, Samos, Greece)

  • Athanasios Drigas

    (Net Media Lab Mind - Brain R and D ΙΙΤ - N.C.S.R. "Demokritos" , Athens, Greece)

  • Charalabos Skianis

    (University of the Aegean and Communication Systems Engineering Department, Samos, Greece)

Abstract

Education in the 21st century is called upon to prepare students with disabilities to enter a high-consciousness society where people can learn, think and react fast. The current review paper aims at investigating the role of fast learning in special education. We trace the essential indicators of speed learning with a special focus on those factors that are most relevant to learning disabilities. Afterward, we present evidence-based training techniques and strategies that speed up learning. In addition, we examine the role of ICTs as essential training tools in speed learning. Finally, we discuss the role of metacognition in training fast and conscious learners. The results of this review showed that speed learning training techniques improve all those factors that accelerate learning such as spatial attention, visual span, processing speed, speed reaction, executive functions, metacognition and consciousness. Most important, fast learning strategies meliorate control processes and spatial intelligence which is extremely fast and powerful. This study also points to the option of including high-speed training techniques in schools to help children with or without disabilities to become conscious and high-capacity learners.

Suggested Citation

  • Eleni Mitsea & Athanasios Drigas & Charalabos Skianis, 2022. "ICTs and Speed Learning in Special Education: High-Consciousness Training Strategies for High-Capacity Learners through Metacognition Lens," Technium Social Sciences Journal, Technium Science, vol. 27(1), pages 230-252, January.
    • Handle: RePEc:tec:journl:v:27:y:2022:i:1:p:230-252
    DOI: 10.47577/tssj.v27i1.5599
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    Cited by:

    1. Athanasios Drigas & Eleni Mitsea & Charalabos Skianis, 2022. "Virtual Reality and Metacognition Training Techniques for Learning Disabilities," Sustainability, MDPI, vol. 14(16), pages 1-19, August.
    2. repec:thr:techub:10031:y:2022:i:1:p:153-173 is not listed on IDEAS
    3. Agathi Stathopoulou & Magdalini Liouni & Yolanda Salapata & Athanasios Drigas, 2022. "Emotional difficulties and post-traumatic stress disorder symptoms in children refugees & the role of ICTs: A case study in northern Greece borders," Technium Social Sciences Journal, Technium Science, vol. 31(1), pages 213-227, May.
    4. Eugenia Gkeka & Athanasios Drigas, 2022. "Ict's and Dysgraphia," Technium Social Sciences Journal, Technium Science, vol. 31(1), pages 228-240, May.
    5. repec:thr:techub:10031:y:2022:i:1:p:213-227 is not listed on IDEAS
    6. Christina Gatsakou & Nikolaos Bardis & Athanasios Drigas, 2022. "The Theatre of Mind: An educational tool of teaching Emotional Intelligence via ICTs and distant learning," Technium Social Sciences Journal, Technium Science, vol. 31(1), pages 241-255, May.
    7. Panagiota Chatzivasileiou & Athanasios Drigas, 2022. "ICTs for the Development of the Cognitive and Metacognitive abilities of the students with Specific Learning Disorder in Mathematics," Technium Social Sciences Journal, Technium Science, vol. 31(1), pages 131-152, May.
    8. repec:thr:techub:10031:y:2022:i:1:p:115-130 is not listed on IDEAS
    9. repec:thr:techub:10031:y:2022:i:1:p:131-152 is not listed on IDEAS
    10. repec:thr:techub:10031:y:2022:i:1:p:228-240 is not listed on IDEAS
    11. Eleni Mitsea & Athanasios Drigas & Charalampos Skianis, 2022. "Mindfulness Strategies for Metacognitive Skills Training in Special Education: The Role of Virtual Reality," Technium Social Sciences Journal, Technium Science, vol. 35(1), pages 232-262, September.
    12. Eleni Mitsea & Athanasios Drigas & Charalampos Skianis, 2022. "Metacognition in Autism Spectrum Disorder: Digital Technologies in Metacognitive Skills Training," Technium Social Sciences Journal, Technium Science, vol. 31(1), pages 153-173, May.
    13. Ioanna Moraiti & Anestis Fotoglou & Katerina Dona & Alexandra Katsimperi & Konstantinos Tsionakas & Zoi Karampatzaki & Athanasios Drigas, 2022. "Assistive Technology and Internet of Things for people with ADHD," Technium Social Sciences Journal, Technium Science, vol. 32(1), pages 204-222, June.
    14. repec:thr:techub:10032:y:2022:i:1:p:204-222 is not listed on IDEAS
    15. repec:thr:techub:10029:y:2022:i:1:p:79-97 is not listed on IDEAS
    16. Eleni Mitsea & Athanasios Drigas & Charalampos Skianis, 2022. "Breathing, Attention and Consciousness in Sync: The role of Breathing Training, Metacognition and Virtual Reality," Technium Social Sciences Journal, Technium Science, vol. 29(1), pages 79-97, March.
    17. repec:thr:techub:10031:y:2022:i:1:p:256-279 is not listed on IDEAS
    18. Panagiota Chatzivasileiou & Athanasios Drigas, 2022. "ICTs for the Cognitive and Metacognitive abilities of the students with Specific Learning Disorder in Mathematics," Technium Social Sciences Journal, Technium Science, vol. 31(1), pages 256-279, May.
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    20. Anestis Fotoglou & Ioanna Moraiti & Katerina Dona & Alexandra Katsimperi & Konstantinos Tsionakas & Zoi Karabatzaki & Athanasios Drigas, 2022. "IoT Applications help people with Autism," Technium Social Sciences Journal, Technium Science, vol. 31(1), pages 115-130, May.
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