This Master of ICT and Learning Thesis Project deals with difficulties encountered by dyslectics and other types of weak readers and spellers aged 14-20, in Danish secondary education, in a boarding school for dyslectics (Grades 8-10) and a Technical High School. Its central research questions focus on ways in which pupils and students like these may become more motivated by means of a so-called Digital Learning Architecture or DLA. It combines iPads and other mobile devices, platforms and cloud services in what may at best become a seamless structure that accommodates pupils, teachers, didactics and technology.
The project makes use of a phenomenological and hermeneutical as well as a social constructivist approach and a varied array of learning theories and methods. To carry out investigations into these matters, the thesis makes use of approaches offered by Design-Based Research, user-driven innovation and Focus Group Interviews with props and workshop activities. A three-stage process was adopted, using quantitative pupil questionnaires, Focus Group interviews and semi-structured qualitative interviews.
Findings are that such a Digital Learning Architecture may in fact be put together, and a first iterative model is conceptualised and sketched out in more detail. To work, it will include many teacher and educational resources and a good deal of collaboration among pupils. New uses of iPads are outlined as well. The project finally assesses the validity and reliability of its findings briefly.