The use of digital media in the classroom for children with ADHD

A study on teachers’ attitudes and experiences

Abstract

The use of digital media in the classroom affects most teachers, including those who teach children with Attention-Deficit/Hyperactivity Disorder (ADHD). It is therefore important to understand the impact of digital media on the attention and learning behaviour of children with ADHD. The aim of this paper is to find out what attitudes and experiences teachers have regarding the use of digital media in the classroom with children with ADHD. To answer this research question, a quantitative study was conducted.  The evaluation of the questionnaires shows that teachers perceive the use of digital media in the classroom with children with ADHD as positive. There are significant differences in the age of the teachers, with older teachers experiencing the use of digital media as more positive. Furthermore, teachers who consider themselves competent in dealing with children with ADHD rate digital media as more useful, while the media competence of the teacher has no positive influence on their perception. Since this study focuses exclusively on the immediate attention of children with ADHD, further research could be conducted on the long-term effects of digital media on children with ADHD.