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

Abstract

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.