The use of technology is becoming increasingly popular in educational environments as in all areas of social activity. Most recently, schools and pre-schools have sought various ways to incorporate technology into educational practice (Schleicher, 2019). Usage can sometimes be intensive, that is, across all aspects of education generally and / or specific to dyslexia and other learning difficulties (Degirmenci et al., 2020; Galitskaya & Drigas, 2023). It has been found that ensuring students with dyslexia use support technologies in writing-based activities at school is beneficial (Almgren et al., 2023). The use of generative AI tools to personalise course materials for students with different levels of knowledge and skills does appear to be possible and useful (Jauhiainen & Guerra, 2023). The use of artificial intelligence was initially thought to be an important part of the study, but the time spent in schools showed that the intensive use of technology did not yet include the use of artificial intelligence. It was seen that it was limited to use for a few preparations and visualisation purposes.

This study will provide a detailed analysis of the educational environment in UK schools where technology is used and address all aspects of educational processes and technology use, including AI. This project investigates the views of teachers, special education coordinators (SENCOs) and school administrators through a case study and with focus of: the relationship of individuals with dyslexia to technology in Inclusive KS-2 Classrooms.

In light of its general focus, the study seeks answers to the following research questions.

1. How do teachers and SENCOs perceive and utilise technology to support students with dyslexia in technology-intensive learning environments.
2. What are the current patterns and limitations of AI implementation in technology-intensive UK schools.
3. How does the integration of assistive technologies affect to creating inclusive educational environments for students with dyslexia⁠.

The concept of assemblage (Deleuze & Guattari, 2013) can facilitate understanding of educational environments where the intensive use of technology and the inclusion of students with dyslexia is made possible. In this way, the dynamic structure of education and the processes through which new technologies may be more effectively integrated can be analysed in terms of how different components combine or interact to form new assemblages (Deleuze & Guattari, 2013).

The data were collected from three schools in the south-west of England and form part of a larger doctoral research project. Ethical Guidelines for Educational Research (British Education Research Association [BERA], 2024) were followed at all stages of the research and ethical approval was obtained from the University of Plymouth. The reported component of the study employed a case study research design (Denzin & Lincoln, 2011) and interviews with teachers, SENCOs and school administrators were conducted. Additionally, data were collected at each school through observation (Hamilton & Corbett-Whittier, 2013). While it is possible to select examples that reflect the general average in case studies, it is also possible to select examples that are higher or lower than the average in the relevant subject (Denzin & Lincoln, 2011). In the reported study, schools considered to be ahead of the average in their use of educational technologies were preferred so as to understand the experiences in schools where digitalisation has been achieved. The acceleration of digitalisation in educational settings in recent years suggests that this process will further accelerate and become more extensive. Schools with intensive technology usage were included in this study and to ensure that this criterion was met, data were collected from schools within the Microsoft© Showcase School programme run by Microsoft©, which includes schools in many countries globally. Observations during lessons were intended to obtain richer data (Cohen et al., 2011) on, for example, the areas, frequency, and form of use of technology. During semi-structured interviews with teachers and SENCOs, the focus was on obtaining information on the situation of students with dyslexia in schools with intensive technology usage, including the experiences of individuals with dyslexia when using technology, the support provided in case of problems, and any AI powered tools used generally and, specifically, with children with dyslexia. The interviews with school administrators aimed to shed light on the process of technology reaching the classroom, such as the selection process of the hardware and software for the school, and decision processes around technology use.

The study will identify critical factors in the implementation of assistive technologies, including pedagogical alignment, stakeholder collaboration and organisational support structures. These findings will contribute to the theoretical discourse surrounding dyslexic learner identity, while providing empirically grounded recommendations for promoting non-exclusionary educational practices through technological integration. In the study, it was emphasized that technology-intensive environments provide convenience in providing inclusive environments. Teachers have the opportunity to use individualised resources while teaching in the same physical environment and subject. The findings on AI in general indicate that there is not yet widespread use of AI in technology-intensive schools. Teachers think that AI will be an important and major transformative force in education, but they have not yet discovered enough areas of use. Teachers stated that they did not receive enough courses and support in their higher education programs on using technology, whereas they received a high level of support in the schools where they were working. However, they stated that they need more support especially in artificial intelligence and rapidly developing technological fields.

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