The effects of technology-mediated immediate feedback on kindergarten students' attitudes, emotions, engagement and learning outcomes during literacy skills development (original) (raw)

Comparison of Early Literacy iPad Applications : Children ' s Engagement

2018

Comparison of Early Literacy iPad Applications: Children’s Engagement Shawnii Lyman Department of Communication Disorders, BYU Master of Science The presence of digital mobile applications (apps) designed to promote early literacy skills has surged in the last few years. This study explored children’s affect and engagement as they interacted with three apps: Endless Reader, Hideout: Early Reader, and Preschool Matching Game: Rhyming Words. The study consisted of 12 children, age 4 to 5, who interacted in pairs with each of the apps while their classroom teacher facilitated the experience. The researchers examined videos and transcripts of the children’s actions and nonverbal expressions as they encountered the apps. Transcripts included verbal and nonverbal information with codes assigned to represent child behaviors. Descriptive analysis of the data led to characterizing behaviors children exhibited in light of the different apps’ design features and with respect to group dynamics....

Teachers’ perspectives on technology-based learning for the kindergarten students

Journal of Education and Learning (EduLearn), 2023

Ever since the pandemic occured, almost every sector utilize technology to accommodate learning. To tackle every possibility that may interfere the learning process, perspectives in using technology from teachers needed to be taken into account. Thereofore, the needs of finding the perspecives of teachers in teaching and learning especially in kindergarten are crucial since they are still new to the settings. Qualitative research design was applied through Google Form as the media to reach the participants. In collecting the data, the participants were asked about the use of the technology in the teaching and learning process using English as the language of instruction. This research involved eight teachers (T1, T2, T3, T4, T5, T6, T7, T8) of English for young learners in three different schools. Results revealed that there were four main themes which indicated the use of technology in teaching in the kindergarten students, namely: i) Technology motivates children to learn; ii) Technology effects children's health; iii) Technology is an optional medium; and iv) Suitable application are needed for better learning. These findings can be useful for the present and future stakeholders of kindergarten schools especially in the use of information and communication technology (ICT) in the teaching of English as a foreign language (EFL) at kindergarten settings.

Examining the Effects of Digital Feedback on Student Engagement and Achievement

Journal of Educational Computing Research, 2010

The purpose of this study was to examine the effects of using Tablet PC to provide feedback on student engagement and achievement in hybrid special education courses. Student engagement was determined by the number of hits and postings in online discussions. Student achievements were compared through pre- and post-tests on course content areas, pre- and post-surveys on course goals and objectives as well as open-ended interview questions. Findings from the surveys on feedback types indicated that the majority of students preferred digital feedback using Tablet PC and face-to-face conversation compared with other forms of feedback. Student engagement level was significantly increased and 80% of their postings were related to the feedback on their assignments. This finding suggests that individualized feedback was related to student engagement behavior. The pre- and post-test scores of participating classes showed significant difference of student achievement in content area. There wa...

Young Children's Engagement With E-Books at School: Does Device Matter?

SAGE Open, 2014

Differences between digital devices on children's engagement with e-books are examined. The sample included 24 typical 4-year olds enrolled in Head Start. Over a 1-month period, video captures of children's multi-sensory behaviors during shared reading at a tabletop touchscreen computer and teacher-facilitated book browsing with iPads and iPods were obtained. Data were coded on each child at 1-min intervals, examining the simultaneity of behaviors present, then aggregated to determine frequencies of each behavior by device and format. Differences between media devices on median percent of observation time were evaluated. Looking, touching, moving, and gesturing behaviors were significantly different among different devices. Large effect sizes indicated considerable variability attributable to the device. Mobiles support more looking and touching but less moving and gesturing than the tabletop touchscreen; none of the devices favored listening over another. Given the role of haptic perception in digital reading experience, access to mobiles may favor behaviors that support literacy motivation, sense of control, and interaction.

The Impact of Gadget Use on Psychological Development in Elementary School Children

International Journal of Research and Review, 2021

This paper discussed strategies and solutions that are carried out related to technology equality, namely technology, must be used by all students and potentially supervised by parents, appropriate assessments, preparing enrichment modules, and other things that can enrich literacy. Before learning, some teachers negotiate with students regarding the agreement on using the platform used in learning. Many platforms can be used in online learning, so it can be unclear if they do not focus on a particular platform. In addition to negotiations, it also aims to ensure that all students can access the same technology to support distance learning. Self-regulation is also an effort if it turns out that parental involvement is very weak in the learning process. However, parental involvement in the child's learning process is a must. This study describes how gadgets (positive and negative impacts) impact the mental development of children of developing age in kindergarten and elementary s...

Teacher knowledge for using technology to foster early literacy: A literature review

Computers in Human Behavior, 2016

A literature review was conducted to describe the knowledge and skills teachers need for using technology to foster early literacy development in kindergarten classrooms. The study was guided by three research questions, concerning 1) effects of specific technologies, 2) effective design characteristics and 3) effective use of such applications. The sample consisted of 46 articles that reported on the affordances of technology in relation to kindergartners' early literacy development. The review included studies on electronic books, computer-based training programs, technology-rich literacy curricula, assistive technology, and other educational media and sources for technology-rich literacy education. The following software applications were found effective in fostering kindergartners' early literacy development: Electronic storybooks, computer-based phonics and vocabulary training programs, software applications that enable children to 'read and write', software applications that are designed for tutorial activities, and educational television programs with a narrative format. Few of the studies reviewed provided specific information about effective design characteristics of such applications or concrete guidelines for using technology in developmentally appropriate fashion in kindergarten. Theoretical and practical implications are discussed.

Observing technology enhanced literacy learning

Contemporary Issues in Technology and Teacher …, 2008

Developmental concerns challenge technology use with young learners; however, critical areas of literacy have increased when technology is available. This study was designed to measure when and what kinds of technology were integrated into literacy teaching and learning with second graders. The OTELL (Observing Technology Enhanced Literacy Learning) instrument was created to record teacher and student use of technologies over five components of best practice in literacy instruction. Observations and interviews established pre-intervention literacy practice in year 1, and the OTELL was used to measure technology use in year 2 after district and professional development support provided technology-rich classrooms. Thirty-five random hours of observation over a 7-month period revealed that the curriculum remained stable after intervention and that technology was used in literacy learning and teaching approximately 39% of the time. Within that increased use of technology, students used technology the most when applying their literacy knowledge, and teachers used technology 70% of the time when presenting literacy minilessons. Teaching children how to read is a politically charged issue in the United States today. Literacy instruction is occurring amid unprecedented, standards-based, high-stakes accountability measures. Pressured in part by the mandates of the No Child Left Behind Act signed into legislation in 2002, scrutiny of early childhood classrooms has never been more intense. Trends include pushing the curriculum down the grade levels so children can gain basic skills faster (Stipek, 2006), focusing on the five elements of effective reading instruction, as determined by the National Reading Panel Report (summarized by Armbruster, Lehr, & Osborn, 2003), and expectations from parents, administrators, and society for teachers to use technology to adequately prepare our children for the 21st century.

THE IMPACT OF INDIVIDUAL IPADS ON STUDENT ENGAGEMENT IN A PRIMARY CLASSROOM

Journal of Teaching and Education, 2015

The purpose of this case study is to examine the impact that individual iPads have on student engagement in a second-grade classroom of 25 students (14 girls; 11 boys). Data was collected from 18 hours of observational field notes, recording student behavior, and six interviews with students. Findings in the areas of 1) persistent off-task behavior, 2) occurrences of off-task behavior after task completion or waiting for the teacher, and 3) occurrences of off-task behavior due to available games. Questions raised for further research are 1) Does off-task time after task completion consume a significant portion of instructional time compared to students using traditional learning materials?, and 2) How much class time is spent playing games without teacher permission? 3) What is developmentally appropriate for integrating technology into lessons?

Young Children’s Engagement With E-Books at School

SAGE Open, 2014

Differences between digital devices on children’s engagement with e-books are examined. The sample included 24 typical 4-year olds enrolled in Head Start. Over a 1-month period, video captures of children’s multi-sensory behaviors during shared reading at a tabletop touchscreen computer and teacher-facilitated book browsing with iPads and iPods were obtained. Data were coded on each child at 1-min intervals, examining the simultaneity of behaviors present, then aggregated to determine frequencies of each behavior by device and format. Differences between media devices on median percent of observation time were evaluated. Looking, touching, moving, and gesturing behaviors were significantly different among different devices. Large effect sizes indicated considerable variability attributable to the device. Mobiles support more looking and touching but less moving and gesturing than the tabletop touchscreen; none of the devices favored listening over another. Given the role of haptic p...

Does use of touch screen computer technology improve classroom engagement in children?

Many studies have shown that the use of technology in the classroom may influence pupil engagement. Despite the recent widespread use of tablet technology, however, very little research has been carried out into their use in a primary school setting. We investigated the use of tablet computers, specifically Apple’s ‘iPad’, in an upper primary school setting with regard to children’s engagement. Cognitive, emotional and general engagement was higher in lessons based on iPads than those which were not. There was no difference in behavioral engagement. Of particular significance was the increase in engagement seen in boys, which resulted in their engagement levels increasing to levels comparable to those seen in girls. These findings suggest that tablet technology has potential as a tool in the classroom setting.