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Appears in:
Pages: 659-668
Publication year: 2012
ISBN: 978-84-615-5563-5
ISSN: 2340-1079

Conference name: 6th International Technology, Education and Development Conference
Dates: 5-7 March, 2012
Location: Valencia, Spain

NEW TECHNOLOGIES, DYSLEXIA AND SCHOOL REALITY

V. Thomopoulou1, S. Nikolidakis2

1Psychologist in Special School of Kalamata (GREECE)
2Independent Researcher (GREECE)
Nowadays, a large percentage of students with learning difficulties, mainly dyslexia, exist both in primary and secondary education. The teacher, therefore, should adjust his lesson in such a way to be easy for the above groups to access as they are regarded as lesser and marginalized entities within the classroom. Specialized software and internet are necessary to carry out such a lesson since active learning environments reinforce student learning readiness allowing to every one to participate, as a team, in the learning procedure to promote, at the same time, life-long learning.

Self-esteem is crucial to learning. A child can learn more effectively and will be motivated more if he has a high self-esteem. This is of major importance to dyslexic students. At the very beginning of formal education, young dyslexic learners notice that some parts of school work such as reading, spelling and writing are difficult for them. This may result to feelings of failure and anxiety. It may downgrade student’s motivation and self-esteem in relation to learning. It must be secured that a dyslexic child is given opportunities to experience success consequently to increased self-esteem.

At this point, new technologies play a crucial role since the teacher creates active learning environments and encourages students to actively participate in the learning procedure constructing new knowledge through knowledge for the self. The teacher can, through specialized software and internet, readjust his lesson providing dyslexic children incentives to further participate by reinforcing both their contact with the classroom in the framework of group collaboration teaching and their sociability since they are incorporated into a team, undertake roles, take initiatives, avoid marginalization and adjust to classroom conditions. The teacher’s role is guiding throughout this procedure and by counseling and motivating becomes the linkage of new knowledge between computer and children.
@InProceedings{THOMOPOULOU2012NEW,
author = {Thomopoulou, V. and Nikolidakis, S.},
title = {NEW TECHNOLOGIES, DYSLEXIA AND SCHOOL REALITY},
series = {6th International Technology, Education and Development Conference},
booktitle = {INTED2012 Proceedings},
isbn = {978-84-615-5563-5},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2012},
year = {2012},
pages = {659-668}}
TY - CONF
AU - V. Thomopoulou AU - S. Nikolidakis
TI - NEW TECHNOLOGIES, DYSLEXIA AND SCHOOL REALITY
SN - 978-84-615-5563-5/2340-1079
PY - 2012
Y1 - 5-7 March, 2012
CI - Valencia, Spain
JO - 6th International Technology, Education and Development Conference
JA - INTED2012 Proceedings
SP - 659
EP - 668
ER -
V. Thomopoulou, S. Nikolidakis (2012) NEW TECHNOLOGIES, DYSLEXIA AND SCHOOL REALITY, INTED2012 Proceedings, pp. 659-668.
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