Will technology promote participation and inclusion of pupils with dyslexia Marianne Björn Department of Pedagogy Linnaeus University Växjö, Sweden

Main study An intervention study that is investigating if the use of tablets can have an effect on the reading and writing ability of pupils with reading and writing difficulties

216 pupils (108 intervention, 108 control). From grade 4 (primary), grade 8 (secondary) and year 1 in upper secondary school One-to-one sessions á minutes with a remedial teacher during 6 weeks

Intervention Ordinary teaching Prepare pupil Intervention Ordinary teaching Paus T1: 3w. T22w.3w. T3: 1year - T4 24 intervention sessions during 6 weeks ; 3 weeks interventions, 2 weeks paus, 3 weeks intervention (3-2-3). Follow-up after one year.

Applications used in the project Speech recognition Scan text Speech syntheziser Idor Pages 2 Spelling and writing

The purpose of my part of the study To investigate possible transfer of intervention-trained technology use to everyday classroom activities, based on the underlying assumption that the technology will serve as a mediator for achieving increased participation and inclusion in the classroom

Research questions about the teacher What pedagogical dilemmas may occur when the participating children uses their tools for their academic classroom work What didactical dilemmas may arise when a teacher has to handle pupils with special technological tools in the classroom

Research questions about pupils and the classroom How do the participating pupils’ use of technological tools in the classroom change over time? How do pupils with reading and writing difficulties regard the tools offered when it comes to enhance reading and writing skills? What measures are taken from the school/teachers to facilitate the use of the tools in the classroom? What tensions, as defined within CHAT, may be found in the classroom activities, mainly in connection to reading and writing?

To collect qualitative data through Observation in the classroom Of interaction Of the pupils and teachers use of the tools Formal and informal interviews with pupils Formal and informal interviews with teachers To use Activity Theory to analyse

Observation of the pupil in the classroom When observing the pupil’s activities while using the mediating technology Identify activities connected to reading Is the tablet used to support reading actions Does the tablet support the reading Identify activities connected to writing Is the tablet used to support writing actions Does the tablet support the writing What actions may be used to mediate participation What actions may be used to mediate accessibility

Pilot study Observation in three classrooms where the pupils use iPad in the classroom Two Swedish classes One English class Grade 5 (11-12 years old). Informal interviews with two pupils with dyslexia and two teachers.

Supportive reading and writing tools Task to solveAccomplished taskPupil with RWD

Result Easy to make the activity system and to identify tensions within it Difficult to identify an enhanced learning experience due to the use of the tools Difficult to connect activities and result to project tool use The teachers were busy and not always aware of when the participating pupils used the tools The pupils did not think that they needed to use special tools

Questions emerging from the pilot study How do you distinguish what actions are mediated of what instruments How can you tell that the outcome is a result of increased reading and writing ability, or enhanced learning in general, due to the technology tools used Is the Activity Theory applicable for identifying traces of enhanced learning or the assistance offered by the project technology

Thank you!