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DespiteThe research explores the effectiveness of digital tools for individualizing education in inclusive classrooms through a five-year literature review. The goal is to identify the application of digital tools and evaluate their availability,effectiveness easeand applicability in supporting inclusive practices. Through this process, the aim is to ensure optimal conditions for the progress of use,all students, regardless of individual differences and theneeds, benefitsand theyto provide, videos are still rarely used inencourage the educationcontinuous development of ouran futureinclusive classroomeducational teachers.system.
AlthoughBuilding studentson prepareexisting knowledge of inclusive education, theoretical frameworks, and implementdefinitions lessonsof withinkey constructs, the frameworkpaper of teaching methodology courses, we noticed that they rarelyexpands and reluctantly comment onrefines the lessons of their colleagues. The purposeunderstanding of this actionarea. Digital tools and artificial intelligence tools for education (AIED) show significant potential for personalizing the educational experience. AIED systems use emotional state recognition technology to tailor learning content to the student's emotional state, promoting engagement.
Despite the advantages, implementation requires careful planning and addressing challenges such as the need for a personalized approach and ensuring internet security. This research wasplays toa improvecrucial role in advancing the existingCroatian methodologicaleducation practicesystem by involving students inproviding a productive discussion about videos of the initial mathematics lesson. A new online application was usedfoundation for the discussion, which allows linking comments to the corresponding partsdevelopment of the video, as well as creating and using different protocols for systematic observation of classes. In order to participate in the discussion about teaching, the students received methodical instructions on the features of quality elementary mathematics teaching and examples of university teachers' teaching comments. Six teams of five students participated in three debates during one semester. After each discussion, the teams commented on what was written based on pre-agreed criteria. At the end, each student independently had to write a commentary on the teaching video according to the structure proposed by Hemmeter et al. (2011). The research showedpolicies that thesupport discussionsoptimal were successfully carried out using the new online application. Based on the analysis of online discussions, we found that it was difficultconditions for the students to focus on the important aspectsprogress of theall lesson in the beginning. However, by the end, they were able to discuss the features of quality elementary mathematics teaching and give suggestions for its improvement. Considering the observed advantages, we believe it is necessary to consider the training of students to participate in productive discussions about teaching videos within Mathematics Methodology, as well as in other teaching methodology areas.students.
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elementaryartificial mathematics,intelligence, teacherdigital tools, education, teaching observation, technology, videoinclusion
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