Teachers' perspective on mobile technology as an inclusive strategy for students with Dyslexia

dc.contributor.authorBlamire, Megan
dc.contributor.authorOmidire, Margaret Funke
dc.contributor.emailfunke.omidire@up.ac.zaen_ZA
dc.date.accessioned2021-06-23T12:34:41Z
dc.date.available2021-06-23T12:34:41Z
dc.date.issued2020
dc.description.abstractThere are different forms of support for students with dyslexia. Technology such as the use of iPads is one such. Limited literature exists on teachers’ perspectives on the effectiveness of the use of mobile technology to support and include students with dyslexia. The study aimed to investigate teachers’ perspectives on the use of mobile technology like iPads as a support and inclusion mechanism for dyslexic students in selected South African schools. The study was a qualitative multiple case study design involving one remedial and two main stream schools and 11 teachers that were purposively sampled. The data collection strategies included focus group discussions, non-participatory lesson observations and semi-structured interviews. Data was analysed using a thematic analysis. The findings revealed that teachers perceive mobile technology like the iPads as a useful support tool that creates interactive inclusive learning and increases the confidence of students with dyslexia. The findings also indicate the challenges, which include the inability to align applications to the required curriculum, unstable Wi-Fi connections and theft of devices. Additionally, teachers raised the concern that many applications designed for mobile devices are currently intended for younger students under the age of nine. To be more useful to students with dyslexia, mobile technology software needs to be aligned with the curriculum and designed for an older demographic.en_ZA
dc.description.departmentEducational Psychologyen_ZA
dc.description.librarianpm2021en_ZA
dc.identifier.citationBlamire, M. & Omidire M.F. 2020, 'Teachers' perspective on mobile technology as an inclusive strategy for students with Dyslexia', e-Bangi : Journal of Social Sciences and Humanities, vol. 17, no. 3, pp. 172-186.en_ZA
dc.identifier.issn1823-884x (online)
dc.identifier.urihttp://hdl.handle.net/2263/80581
dc.language.isoenen_ZA
dc.publisherUniversiti Kebangsaan Malaysia, Faculty of Social Sciences and Humanitiesen_ZA
dc.rights© This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.en_ZA
dc.subjectTeachersen_ZA
dc.subjectDyslexiaen_ZA
dc.subjectTeaching and learningen_ZA
dc.subjectInclusionen_ZA
dc.subjectLearning supporten_ZA
dc.subjectTechnologyen_ZA
dc.titleTeachers' perspective on mobile technology as an inclusive strategy for students with Dyslexiaen_ZA
dc.typeArticleen_ZA

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