Abstract

Students with chronic health conditions often miss significant amounts of school, impacting their learning and social wellbeing. This paper sought to develop a greater understanding of how digital tools mediate remote learning for students with chronic health conditions, through a qualitative multiple case study of two secondary schools in Australia, involving four student participants with chronic health conditions. Cultural Historical Activity Theory (CHAT) and Postphenomenology provided a theoretical framework to guide interview data collection and analysis. A model of digital tool identities including digital artefacts, virtual spaces and remote presence, is proposed to support teachers of students with chronic health conditions who are intermittently learning remotely.

Citation

Walsh, J., Henderson, M., Phillips, M. & Redmond, P. (2023). School Inclusion Through Remote Presence, Virtual Spaces and Digital Artefacts, for Students with Chronic Health Conditions. In E. Langran, P. Christensen & J. Sanson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 447-455). New Orleans, LA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 1, 2025 from https://www.learntechlib.org/primary/p/221897/.

© 2023 Association for the Advancement of Computing in Education (AACE)