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  • In What Ways Do Students With Dyslexia Make Use of Mobile Technology To Support Their Learning in Higher Education? by Katie Spires

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    Leslie Carr
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    The MSc research project explored the experiences of students withdyslexia in a University, and their use of mobile technology to supportlearning and teaching. Data---------Six Semi-structured interviewsAnalysis-----Hermeneutic Interpretive Phenomenology (HIP) The findings revealed a number of issues: 1) equipment given was often not fit for purpose 2) challenges using theequipment in a classroom setting; 3) feelings of intimidation as well asisolation 4) generally that they had not been treated as an individual.The study concluded that the advent of mobile technology offered opportunities for a more tailored support

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    In what ways do students with dyslexia make use of mobile technology to support their learning in Higher Education? by Katie Spires

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    The MSc research project explored the experiences of students withdyslexia in a University, and their use of mobile technology to supportlearning and teaching. Data---------Six Semi-structured interviewsAnalysis-----Hermeneutic Interpretive Phenomenology (HIP) The findings revealed a number of issues: 1) equipment given was often not fit for purpose 2) challenges using theequipment in a classroom setting; 3) feelings of intimidation as well asisolation 4) generally that they had not been treated as an individual.The study concluded that the advent of mobile technology offered opportunities for a more tailored support

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    46 views1 page

    In What Ways Do Students With Dyslexia Make Use of Mobile Technology To Support Their Learning in Higher Education? by Katie Spires

    Uploaded by

    Leslie Carr
    The MSc research project explored the experiences of students withdyslexia in a University, and their use of mobile technology to supportlearning and teaching. Data---------Six Semi-structured interviewsAnalysis-----Hermeneutic Interpretive Phenomenology (HIP) The findings revealed a number of issues: 1) equipment given was often not fit for purpose 2) challenges using theequipment in a classroom setting; 3) feelings of intimidation as well asisolation 4) generally that they had not been treated as an individual.The study concluded that the advent of mobile technology offered opportunities for a more tailored support

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
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    Web Science

    Southampton Education School & Electronics and Computer Science

    In what ways do students with dyslexia make use of mobile technology to support their learning in Higher Education?
    iPhD Web Science Research Student:

    Katherine Spires Supervisors: Dr Sarah Parsons; Dr Mike Wald

    Context

    The MSc research project explored the experiences of students with dyslexia in a University, and their use of mobile technology to support learning and teaching. Data--------- Six Semi-structured interviews Analysis----- Hermeneutic Interpretive Phenomenology (HIP) Findings-------The ndings revealed a number of issues: 1)equipment given was often not t for purpose 2)challenges using the equipment in a classroom setting; 3) feelings of intimidation as well as isolation 4) generally that they had not been treated as an individual. The study concluded that the advent of mobile technology offered opportunities for a more tailored support.

    ... I was really let down at University ... The University just takes the policy of the less fuss the better"

    I always got treated as if I was of low intelligence ... They would talk down to me ...

    In the context of the greater awareness of the need for accessibility in higher education, and an increasing penetration of mobile technology into the lives of students, the aims of this research are: To gain a greater understanding of the experience of students with dyslexia who are using mobile technologies to support their learning and teaching; To use peer support and other interventions to increase the effective use of mobile technologies; To examine those research methodologies which are best suited to a researcher with dyslexia.

    Research Aims

    Methods

    Hermeneutic Interpretive Phenomenology (HIP) was chosen: To identify phenomena in the ways in which these students perceive them. (this will translate into gathering deep information and perceptions). To represent experiences from the perspective of these students. Phenomenology is concerned with the study of experience from the perspective of the individual so methods will include: Phenomenological Interviews Self reporting Journals Observation Student experience intervention

    ... I felt the assessor forced the technology on me ...

    Contribution ... So I got given all this stuff ... and all I needed was paper and some felt tips ...
    This work contributes to the interdisciplinary nature of web science by: Bringing education into the web science framework Utilising social networks for the support of this particular group of students Taking these social networks into a wider (national) context at the end of the research. inuencing both hardware and software development subsequently.

    The background, layout and font used in this poster were chosen specically for people with dyslexia http://dyslexicfonts.com www.katieontheweb.com katie@katieontheweb.com

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