![]() ![]() All participants engaged in self-selected, imaginative learning centers. Two groups participated in this 11-week study. This study examined the effects of computer-assisted instruction – framed as playful activity and presented via e-tablet – on the literacy and numeracy skills of preschoolers’ enrolled in a private, suburban childcare center in the eastern United States. If the difficulty level was too challenging, children became disengaged with the app. The level of difficulty of an app was a second factor influencing children’s use of interactive technology. Factors influencing the use of interactive technology included the quality of the app such that creative and fun apps promoted children’s engagement in learning mathematics. Small gains in mathematics achievement and high levels of engagement suggest that using interactive technology in the kindergarten classroom enhances learning of mathematics. Although there was not a large gain in achievement, using interactive technology promoted student collaboration and engagement in a play-based learning environment. Lastly, when given choice, children were drawn to creative and entertaining apps rather than apps that were more pedagogically accurate but less creative. ![]() Another observation was related to attention span, when an app became too challenging children would abandon the app or use a trial and error method to move to the next level. Further, children were observed collaborating which supported prior research. Small gains were noted between the control and intervention groups but they were not significant. The teacher was keen to introduce technology to her class but was self-described as a beginner in using iPads for personal or teaching tasks. ![]() This technology was introduced to a small (n = 13) rural kindergarten classroom using an experimental design embedded in a mixed methods approach. Secondly, factors influencing the use of interactive technology in a play-based environment were examined. The purpose of this study was to measure the impact of interactive technology in the form of mathematical applications (apps) delivered using iPads on kindergarten children’s learning of number sense in a play-based learning environment. ![]()
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