EPSE 414: Creating an Integrated Learning Environment Using Mobile Learning Applications

(Apps) Assignment
Student Name: Samantha Haines
Chosen Subject Area: Science
For this assignment, I have chosen dyslexia as my exceptionality to focus on. Dyslexia in

the Classroom, What Every Teacher Needs to Know (International Dyslexia Association, 2017)

provided a great handbook that provided many of the typical learning characteristics, needs and

challenges that are associated with students with dyslexia:

 It is a language-based learning disability

 Associated with difficulties with specific language skills, most often reading

 Issues with recognition of words and ability to fluently read

 Challenges with spelling, learning the letters and sounds and organizing both written and

spoken languages

 May have issues with spoken language as well including showing difficulties expressing

themselves or with comprehending what others are saying out loud and meaning

 Struggle to keep up with and comprehend many longer reading assignments

The International Dyslexia Association (2017) also listed two key factors when it comes to

dyslexia. Firstly, dyslexia is very difficult to recognize, which often leads to a lack of diagnosis

and unnecessary problems in school and then later in life. Secondly, if a student has dyslexia,

that does not mean that they have a lower level of intelligence. In fact, many individuals with

dyslexia often excel in other subject areas.

 Mobile applications provide the ability for a more unique and differentiated learning

experience, including for students with dyslexia.

App #1: Leo – Recorder and Transcription - Recommended for all ages but costs $8.99 from

the iTunes store.

Description: The features of this app allow for real time recording and transcription of oral

communication. Any voice is easily recorded and transcribed as a piece of text that can be saved

and backed up on file. These features and content can allow for certain adaptions and

modifications to meet the challenges. Firstly, this app was specifically designed for individuals

with dyslexia and other learning disabilities, which ties into the International Dyslexia

Association (2017) idea of utilizing audio recorders and other assistive technology to help with

learning. This app would allow for thoughts to be recorded and written in a much faster and

easier way. It could be used in a content heavy class, such as science, to assist with

comprehension as the student would be able to record, transcribe and then go back to their notes

later and at their own pace.

The first strength of this app comes from its explicit statement of being designed for

individuals with dyslexia in mind. Secondly, students are able to record and transcribe for long

periods of time, which Hodge (2000) describes as important to allow students to learn at their

own pace. Also, students who struggle with written work would be able to speak their thoughts

and have them transcribed for them, instead of having to write their thoughts out themselves.

However, one weakness I noticed is that students are still required to do many reading

and re-reading to try to understand the concept heavy classes. The teacher’s words are simply
written in the same way they were stated instead of trying to adapt the content. Secondly, this

app is only available on iTunes and has a cost associated with it.

App #2: Science 360 - Recommended for all ages with no cost.

Description: This app features a large selection of science, engineering, and technology related

videos and images that are easy to access on any mobile device. It is constantly being updated

with more media as new stories and ideas are discovered. Users are able to search up any topic

and find any of the content related to the topic and then save the images or videos right onto the

app for easier access later. This app focuses on the visual aspect of learning, which could assist

students with exceptionalities, including those with dyslexia. It could be a method of adaption to

help with learning instead of the traditional reading and listening method. This app would simply

provide an additional medium of learning, which as the International Dyslexia Association

(2017) explains is beneficial as using a balanced presentation and activity style could enhance

dyslexic students learning.

Morin (2014) describes the importance of visual learning over the traditional reading and

writing. This app utilizing that strategy completely which creates an easy strength in this app.

Secondly, it is a great way to engage students with the science world without having them read

news and scientific articles. This becomes even more important for students with dyslexia who

often feel different and outcasted due to their abilities (Hodge, 2000).

One strategy for teaching students with dyslexia is to avoid any extraneous or extravagant

stimuli to prevent distractions (International Dyslexia Association, 2017). This app however

features a variety of often distracting graphics and flashy videos that may take away from the

content learning. Secondly, since the videos are scientific, the content could still be very heavy
on information where nothing is simplified, which contradicts the strategy to present small

amounts of content and work to dyslexic students (International Dyslexia Association, 2017).

App #3: CK-12: Practice Science and Math - Recommended for all ages with no cost.

Description: This entire app is built with the idea of extra practice for math, science, and spelling

for all grades and subject areas. It provides goals for students to reach right on the app and

provides instructional videos for students to prepare and learn before the practice questions. It

provides homework help and allows students to interact with students from all around the world.

This would be a great adaptation for students with dyslexia who require additional help and

practice as it could be suggested on an individual level, given to those students who need the

assistance. The app could be used as a non-traditional form of homework (Hodge, 2000) for

specific students who would benefit from that modification, as it provides a wide variety of

videos that can be used for extra learning.

The first strength comes from the main idea behind the app, the extra practice. The

International Dyslexia Association, (2017) describes the importance of providing additional

practice material whenever possible, which is something that this app would be successful in

helping with. Secondly, the different videos allow for a different way for students to learn

(Morin, 2014) on their own time and pace.

One fault in this app comes from the automatic estimation for time to complete the

provided questions. Morin (2014) describes how extra time should be given for students with

dyslexia who need it, so an estimated time limit may hinder the learning if the student takes

longer than the given time. Secondly, the questions themselves are not designed with

exceptionalities in mind, so there is still quite a bit of reading involved with the app. Finally, the
teacher is unable to monitor the student’s work, and therefore are unable to provide explicit and

useful feedback, which is so important in a student’s learning (International Dyslexia

Association, 2017).

App #4: Kahoot! - Recommended for all ages with no cost.

Description: Kahoot! is designed to be a fun and engaging way to learn any concept or topic.

Teachers are able to create learning games and quizzes on the app and give them to their

students. Discussions and surveys can also be conducted via the app. Students complete the

games, quizzes, surveys or discussions and teachers are able to track everything the students

complete. This app can be easily used as a modification for students with dyslexia based on the

variety of uniqueness to the app. Again, the visual images can be used, and the time limit for

quizzes can be removed. It is a very unique and different way of learning that could highly

benefit the students, again as importantly stated by the International Dyslexia Association

(2017). It is an easy way to supplement the in-class lessons and could also be used to create the

needed additional practice for students.

One of the key the app is the ability for teachers to track their students work and see

exactly where they are struggling. The International Dyslexia Association (2017) describes the

importance of explicit feedback for students and this app allows that to take place. They also

shared the need for extra practice, and this app can provide that for students.

There are two weaknesses though that I determined. Firstly, while it is an easy way to

quiz students, it also has the potential to create competition as students are completing the

quizzes often in front of each other which could lead to students feeling not good enough

compared to others. Secondly, if a student struggles with any of the quizzes or games, this can
cause a disengagement instead of the student trying harder. Both weaknesses tie into the idea that

students with dyslexia often feel “different” and needing help can make that worse (Hodge,

2000) which is why it is suggested to try and prevent any situation that can create a larger divide

amongst students.

References
CK-12: Practice Math and Science. (2017). CK-12 Foundation (Version 3.8.0.251918) [Mobile

Application Software]. Retrieved from https://play.google.com.

Hodge, P.L. (2000). A Dyslexic Child in the Classroom. Davis Dyslexia Association

International, Dyslexia the Gift.

Retrieved from http://www.dyslexia.com/library/classroom.htm.

International Dyslexia Association. (2017). Dyslexia in the Classroom, What Every Teacher

Needs to Know. Retrieved from https://dyslexiaida.org/dyslexia-in-the-classroom/.

Kahoot! (2018). Kahoot! (Version 2.1.4) [Mobile Application Software]. Retrieved from

https://play.google.com.

Leo-Recorder and Transcription. (2017). Transcription Made Easy (Version 1.7.3) [ Mobile

Application Software]. Retreived from https://itunes.apple.com.

Morin, A. (2014). At a Glance: Classroom Accommodations for Dyslexia. Understood for

learning and attention issues. Retrieved from https://www.understood.org/en/school-

learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-

accommodations-for-dyslexia.

Science 360. (2017). National Science Foundation (Version 1.4.0) [Mobile Application

Software]. Retrieved from https://itunes.apple.com.