The Mote Impact
Research
TEACHER WORKLOAD
Teacher’s workload is a serious issue, with:1
77% of teachers describing their job as stressful
68% of teachers believing they are overwhelmed in their job role
84% of teachers saying they do not have enough
70% of teachers believing understaffing is a key issue contributing to excess workload
One of the three major contributing factors to excess teacher workload is providing feedback.2
INCLUSIVE EDUCATION
Amongst the current student population in the US:
1 in 5 students face learning or attention issues (i.e. ADHD or dyslexia)3
7.5 million students receive special education services under IDEA (Individuals with Disabilities Education Act)4
Inclusive education is both a legal requirement (under IDEA), and a moral responsibility. However, having the time to create content equally accessible to each student requires substantial time and resources that many teachers do not have.5
INCREASING SELF-EFFICACY IN STUDENTS
Self-determination theory suggests that there are three core inputs to student motivation and self-efficacy:6
Autonomy of learning
Relatedness to peers
Competency in understanding content
Developing these three inputs is core to creating independent students, responsible for directing their individual learning.7
PROVIDING TOOLS FOR NON-NATIVE SPEAKERS
Amongst the current student population in the US:
5.3 million students in the US are English Language Learners (ELL), over 10% of the entire population
This is even higher in states like Texas (20.2%) and California (18.9%)
It can be a challenge for non-native speakers to engage with class content and collaborate with peers, affecting both self-efficacy and test performance. Consequently, only 63% of ELL students graduate high school, compared to the 82% national average.
HOW MOTE ADDRESSES THESE ISSUES
Humans are able to type roughly 30 words per minute, write, compared to 150-160 words when speaking. Utilising Mote’s voice recording feedback can significantly reduce the time required for teachers to provide individualized feedback.
Providing text-to-speech options are valuable to improving learning accessibility for dyslexic and special needs students as either a supporting tool whilst reading, or an alternative.
The ability to convert text-to-speech enables diverse learners and non-native speakers to access content alongside their peers, eliminating the need for pull-out sessions or additional support. This fosters a sense of relatedness and autonomy while making learning more accessible, thereby enhancing students’ perceived competence. Together, these factors contribute to greater student-efficacy.
Integrating translation tools in both text and audio form for non-native speakers during classroom activities are a valuable tool to improve reading, speaking, writing skills, grammar and vocabulary whilst improving the accessebility of information.
Mote and CAST UDL Framework
Engagement
Representation
Action & Expression
Access
Welcoming interests & identity
Students are provided the autonomy to direct their method of learning. This allows diverse learners, who previously may have required assistance, to access information in the form that best fits them independently.
Perception
Teachers are able to create learning materials that are flexible and customizable. Through text and audio options, the learning experience can be individualized for each student.
Interaction
Understanding that language levels may be different for non-native speakers, Mote allows for translation which can aid in comprehension for complex or nuanced words. Offering multiple forms of accessing language provides equitable opportunity for learners to access language.
Support
Sustaining effort & persistance
Language & symbols
Students have different preferences in responding to information. Providing the means to express oneself through flexible and dynamic response, students can respond in ways that fit their learning style.
Expression & communiatin
Educators can use multiple forms of communication, reducing the barriers to learners with disabilities or non-native speakers.
Executive Function
Emotional capacity
Building knowledge
Strategy development
Access
Support
Executive Function
Access
Support
Executive Function
Access
Support
Executive Function
ISTE Standards
Student Standards
Teacher Standards
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