Inducing omnipotence or powerlessness in learners with developmental and attention difficulties through structuring technologies

Schoolwork of learners with developmental and attention difficulties is often characterised by low productivity, many errors due to carelessness or inattention and poor organizing ability. Focus learners have difficulties performing at the same level as their peers. This paper addresses these challenges and investigates the potential of technologies for creating and facilitating learning environments, where learners with developmental and attention difficulties are well-supported with respect to overviewing, structuring and planning tasks, evaluating and adjusting participation and management of time. Would it be possible to take advantage of the affordances of Persuasive Technologies and how could Persuasive Technology Tools in the hand of teachers and learners assist, motivate and enable the presence, participation and achievements of learners with developmental and attention difficulties at school? Using this lens, the authors examine, to what extent technology may assist teachers to create more ideal learning environments by reducing the threat for these learners and enable them to participate in learning. Virtual Learning Environments (VLEs), digital templates, timers and calendars are identified as specific valuable tools for enhancing the learners’ ability to become ready to learn, join and maintain within the learning processes. Likewise, visualisations in the classroom, notifications, video instructions, assessment and evaluation tools to seems to help the learner to navigate, remember, become aware and understand their own role in the classroom. This paper suggest technologies for structuring and overviewing as basic assistive tools for equalizing the learning possibilities for learners with developmental and attention difficulties in an inclusive school setting

Diseño de un recurso TIC como refuerzo del Francés Lengua Extranjera para alumnado con dificultades de aprendizaje

El presente trabajo es un estudio preliminar cuyo principal objetivo es el diseño de un recurso tecnológico creado especialmente para alumnado con dificultades de aprendizaje que está adquiriendo el francés como lengua extranjera, mediante un modelo de trabajo con un enfoque multimodal. El estudio se contextualiza en un colegio bilingüe español-francés de Educación Primaria en Aragón que es, asimismo, centro de atención preferente para el trastorno del espectro autista. Tras la intervención se concluye que la combinación de texto, pictogramas y realidad aumentada podría contribuir a la mejora de algunos aspectos de lectoescritura de la lengua extranjera en alumnado con dificultades o necesidades educativas, sirviendo igualmente de refuerzo en este proceso para el resto del alumnado.Le travail présenté ici montre une recherche préliminaire dont l’objectif principal est l’élaboration d’une ressource technologique tenant à un modèle axé sur une approche multimodale, pour des apprenants qui acquièrent le Français langue étrangère ayant des troubles de l’apprentissage. L’étude est contextualisée au sein d’un établissement bilingue espagnol-français du Primaire en Aragon qui prend en charge des élèves atteints des troubles du spectre de l’autisme. Après les sessions d’intervention, il est conclu que la composition de texte, de pictogrammes et de réalité augmentée pourrait contribuer à améliorer certaines difficultés liées à la lecture et à l’écriture de la langue étrangère chez des élèves en difficulté ou ayant des besoins particuliers. De même, cette ressource servirait aussi à étayer ce processus d’apprentissage chez les autres apprenants