دانلود رایگان مقاله لاتین استفاده از تبلت برای تدریس به کودک از سایت الزویر
عنوان فارسی مقاله:
استفاده از تبلت برای تدریس به کودکان پیش دبستانی برای نوشتن حروف: بررسی تاثیر بیرونی و بازخورد درونی
عنوان انگلیسی مقاله:
Using tablet computers to teach preschool children to write letters: Exploring the impact of extrinsic and intrinsic feedback
سال انتشار : 2016
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مقدمه انگلیسی مقاله:
1. Introduction
Over the past three decades, more educators and researchers are recognizing the significance of the preschool years for the development of later academic skills. Alarmingly, as many as 35% of children in the United States enter public schools withsuch low levels of skills and motivation that they are at substantial risk of early academic difficulties (Boyer, 1991; Zill & West, 2001). These early academic difficulties have serious, long-term consequences. For example, children who experience early difficulties in learning to read and write are likely to continue experiencing problems with reading and writing throughout their school years (Aram & Levin, 2004; Felton, 1998; Shatil, Share, & Levin, 2000), and these problems permeate into adulthood (Bruck, 1998). Thus, the broad goal of the current study is to consider how the ways we provide support to young children shape their development. 1.1. Supporting learning with technology Many children are exposed to technology at an early age, and exposure to mobile devices in particular is growing across the world. For example, access to mobile devices in the homes of US families with young children is increasingdmobile device usage increased by 23% from 52% in 2011 to 75% in 2013, and specifically tablet computer usage increased by 32% from 8% in 2011 to 40% in 2013 (Rideout, 2013). Moreover, as reported by Rideout (2013), children were using mobile devices for longer periods of time (45 min a day in 2011 to 67 min a day in 2013). Children have similar access to technology in schoolsd81% of US PreK-12 teachers reported using personal computers or laptops in their classroom, 58% using interactive whiteboards, and 52% using tablet computers (PBS LearningMedia, 2015). Given the pervasiveness of technology in young children's lives, we are particularly interested in how technology can support young children's developmentdand more specifically, emergent writing. Prior research on technology benefits in preschool classrooms in the US, Australia, and Greece has demonstrated that computers can be used to improve a variety of skills, including early literacy skills and early mathematical skills (Moxley, Warash, Coffman, Brinton, & Concannon, 1997; Shute & Miksad, 1997; Vernadakis, 2005). These benefits have been attributed to several features afforded by technology, including computer animations, immediate and targeted feedback, increased locus of control, and increased engagement with the instructional material (R. Shute & Miksad, 1997). With the introduction of Apple's iPad in 2010, the popularity of tablet computers in educational institutions has increased in many countries including, the US, United Kingdom, Australia, New Zealand, and South Korea (W. Clark & Luckin, 2013; Heinrich, 2012; Henderson & Yeow, 2012; Johnson, Adams Becker, Estrada, & Freeman, 2015; Neumann & Neumann, 2013, 2015; Plumb, Kautz, & Tootell, 2013; Saenz, 2011). However, as noted in these reviews, research regarding the effectiveness of tablet computers in education is limited given the novelty of the technology. Prior research has demonstrated how tablet computers could be used in the classroom (Beschorner & Hutchison, 2013; Hutchison, Beschorner, & Schmidt-Crawford, 2012). For example, in Norway, preschool children used tablet computers to create digital books, and teachers used tablet computers to check the weather during their opening routine (Sandvik, Smerdal, & Osterud, 2012). Prior research also examined the usability of tablet computers with young children, finding that children from a London nursery school interacted with the technology in ways that differed from the interactions with traditional materials (Crescenzi, Jewitt, & Price, 2014). Although several gains and losses associated with tablet computers were identified, tablet computers in general promoted an increase in mark making similar to traditional materials with images (Price, Jewitt, & Crescenzi, 2015). Overall children from a primary school in the UK were able to easily execute a variety of touch-screen gestures (e.g., ‘click’, ‘slide’, ‘swipe’), however they had some difficulty with others that typically involved timing, like ‘select’, ‘long click’, and ‘double-click’ (McKnight & Fitton, 2010). These children also experienced problems with unintentional movements and touches. Despite numerous technical issues, US children as young as preschool were not easily frustrated, and many children commented that using the tablets was easier than using traditional materials (Couse & Chen, 2010). Surprisingly, only two studies to date have empirically tested the effectiveness of using tablet computers for instruction. In fourth through ninth grades located in the US, students with diagnosed specific learning disabilities significantly improved their handwriting, spelling, and syntax abilities after completing 36 h of writing lessons on tablet computer (Berninger, Nagy, Tanimoto, Thompson, & Abbott, 2015). In first and second grades located in the US, students showed greater improvement in both reading and math when tablet computers were incorporated into their lessons (McKenna, 2012). Although these initial results look promising, more research is needed to determine if and how tablet computers support learning. In the current study, we explore two types of feedback that are likely to support learning to write letters with tablet computers: 1) scaffolding and extrinsic feedback and 2) intrinsic feedback. Furthermore, we consider the importance of task similarity for transfer to other classroom activities. 1.2. Scaffolding & extrinsic feedback Scaffolding and feedback are often seen as critical components to the learning process (Chi & Wylie, 2014; Hattie & Timperley, 2007; Kluger & DeNisi, 1996; Koedinger, Corbett, & Perfetti, 2012; Nelson & Schunn, 2009; Shute, 2008; VanLehn, 2011; Wood, Bruner, & Ross, 1976). Despite the importance of scaffolding, this one-on-one instruction is often impractical in classroom settings. Rather than adjusting the level of scaffolding to match an individual child, the teacher must try to meet the needs of multiple children simultaneously. For example, preschool teachers tended to utilize low support strategies that were less suitable for children who struggle with a task (Pentimonti & Justice, 2009).
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کلمات کلیدی:
Reading and Writing in Preschool: Teaching the Essentials https://books.google.com/books?isbn=146252348X Renée M. Casbergue, Dorothy S. Strickland - 2015 - Education Teaching the Essentials Renée M. Casbergue, Dorothy S. Strickland ... magnetic letters, sets of cards with each child's picture and name, and letter stamps. ... Computer stations and iPad or other electronic tablets placed in centers offer further ... [PDF]Improving Learning Outcomes: The iPad and Preschool Children with ... journal.frontiersin.org/article/10.3389/fpsyg.2017.00660/pdf May 5, 2017 - children drawing with both tablet computers and traditional media. Although ... preschool children how to write letters. They found that the ... children with developmental delays to teach early literacy skills. They found that all of ... Using tablet computers to teach preschool children to write letters - Scilit www.scilit.net/article/10.1016/j.compedu.2016.07.007 Aug 1, 2016 - Using tablet computers to teach preschool children to write letters: Exploring the impact of extrinsic and intrinsic feedback. Melissa M. Patchan ... [PDF]Pre Kindergarten Students Increased Letter ... - Dominican Scholar scholar.dominican.edu/cgi/viewcontent.cgi?article=1195&context=masters-theses by CC Giugni - 2015 - Related articles Dec 1, 2015 - This thesis, written under the direction of the candidate's thesis advisor ..... Using electronic tablets, students practiced letter and sound recognition as .... computers and technology before elementary school is highly important (Kol, 2012). ... tool to teach letter recognition, as measured by student perfomance ... Teaching Gifted Children in Today's Preschool and Primary ... https://books.google.com/books?isbn=1631980459 Joan Franklin Smutny, Sally Yahnke Walker, I. Ellen Honeck, - 2016 - Education Identifying, Nurturing, and Challenging Children Ages 4–9 Joan Franklin Smutny, Sally ... or tablets • dictionaries • storybook character puppets • stories written by ... overhead projector with letters for children to project on the whiteboard and trace ... keyboard and headset, or MIDI keyboard for linking to a computer or tablet ...
