EETC, 2012 Evaluation of the Developmental Appropriateness of iPad Apps Designed to Support Dual Language Learning

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A roundtable discussion by Karen Nemeth and Fran Simon at EETC, 2012, Salt Lake City, UT

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EETC, 2012 Evaluation of the Developmental Appropriateness of iPad Apps Designed to Support Dual Language Learning

  1. 1. Ipad/iPhone Slideshow PDF Handout http://ow.ly/9CfPj © Copyright, Karen Nemeth, 2012 2
  2. 2. We searched the app store as a teacher would andfound 35 apps that could be used to support thelearning of dual language learners in earlychildhood programs. While this is not the definitivelist of all available apps, it took a very extensivesearch to get this sample due to limitations of theapp store search function.We used a rubric to analyze the language supportfeatures of this sample. This rubric was created asan informal tool that teachers might use to guidetheir choices of the available apps. © Copyright, Karen Nemeth, 2012 3
  3. 3.  Six questions that are easy for early childhood educators to use to evaluate apps for use in multi-language classrooms. Instructive for developers. © Copyright, Karen Nemeth, 2012 4
  4. 4. ▪ Are additional languages free?▪ Provided via in-app purchase?▪ Available by downloading purchasing different versions? © Copyright, Karen Nemeth, 2012 5
  5. 5.  One word at a time? Simple preschool-level vocabulary but adds little to the child’s ability to communicate or process knowledge Sentences? Stories/songs? Complex activities that require thought and response? © Copyright, Karen Nemeth, 2012 6
  6. 6.  Was the app written in English, then translated? Was the app developed in another language, then translated to English? Does the developer offer any documentation to support the accuracy of the translation? Is the whole app available in the two languages? Are the instructions in English, and some of the activity is provided in another language? © Copyright, Karen Nemeth, 2012 7
  7. 7.  Are there multiple levels? Is there a way to track what the child has accomplished? © Copyright, Karen Nemeth, 2012 8
  8. 8.  Does the app take a flashcard approach? Does the app engage the child in activity such as singing or solving puzzles or problems? Are there opportunities for children to choose, plan, or create? © Copyright, Karen Nemeth, 2012 9
  9. 9. © Copyright, Karen Nemeth, 2012 10
  10. 10. 1%1% 1% 1% 1% 3% 5% # of Apps English Spanish 12% 42% French Chinese German Urdu Italian 13% Japanese Vietnamese Arabic Catalan 20%Number of preschool Karen Nemeth, 2012learning iPad apps tested: 35 © Copyright, language 11
  11. 11. 11 languages32 apps featured English + 1 or more languages © Copyright, Karen Nemeth, 2012 12
  12. 12. Expected to find flashcards most often, surprised they were not the majority. 27 apps with stories/activities to build sentences/interactions Simple story 21 Multiple activities 6 Flashcards 7 Songs in English, but written instructions in other languages 1 Pleasant surprise! Expected to find flashcards most often. Pleased to find 27 apps with stories/activities to build sentences/interactions © Copyright, Karen Nemeth, 2012 13
  13. 13. © Copyright, Karen Nemeth, 2012 14
  14. 14. Stories that don’t change, but have potentialdepending on user 21Static activities with no level change 12Story with activities, choices, and questions 1Spelling activity, choose word length 1• Only 2 apps had built in leveling.• 21 apps used stories that could be adapted forlevels by user. © Copyright, Karen Nemeth, 2012 15
  15. 15. © Copyright, Karen Nemeth, 2012 16
  16. 16. Apps that included more than 2 languages 4Apps that required additional cost to get additionallanguages 22Apps that used only one language for the activity(monolingual) 5• 5 apps with only foreign language, but no wayfor English speaker to understand/use/evaluate.• Most cost more for multiple languages. © Copyright, Karen Nemeth, 2012 17
  17. 17. © Copyright, Karen Nemeth, 2012 18
  18. 18. Yes 26No 9 Pleasant finding! The majority of apps provide words/sentences a child can use to converse/interact with others. © Copyright, Karen Nemeth, 2012 19
  19. 19. • Intuitive navigation. • For ages 5 - 9 • Narrative in five languages: English, Spanish, French, German and Catalan. • A variety of interactive elements, fun animation, additional games and surprises. • Bring the story’s character to life with a surprise photo of your son or daughter. • Option to read without sound. • Original music and sound effects. • Test questions on the subject with a congratulations icon for the champion! • Additional games. • Menu on every screen: Narrative on/off, Music on/off, Home, Games • Bookshop. • Clues in the text to show where to discover additional content.© Copyright, Karen Nemeth, 2012 20
  20. 20.  Difficult to search for ECE bilingual apps or apps in different languages No documentation of translation quality Surprising preponderance of stories over flashcards Found more apps use more language than simple flash card approach. Bilingual story apps help teachers build language skills Apps alone do not provide richness found in monolingual story/action apps © Copyright, Karen Nemeth, 2012 21
  21. 21.  Provide more pre-purchase information Develop high-quality apps for dual language learners © Copyright, Karen Nemeth, 2012 22
  22. 22.  Princesses Learn  Bilingual Kids Chinese, Spanish, French  Urdu Rhymes Kids Fireman  Alif Bay Pay Old MacDonald  Sarah and Granny Español Reading Skill  Ana Lomba Apps in Voice Cards Eng/Spanish, Eng/French, I Write Words Eng/Chinese: Let’s Hear Animals  The Little Red Hen Kids Spanish I See Ewe  The Ugly Duckling NCIKU Peter Rabbit  Cinderella Bilingual Child  Thumbelina Arabic Stories  Jack and the Beanstalk Dott meets Watt  Three Little Pigs © Copyright, Karen Nemeth, 2012 23
  23. 23. Our SiteGryphon House Our Survey Fall, 2012 Early Childhood Technology Network © Copyright, Karen Nemeth, 2012 ECEtech.net/survey 24
  24. 24. Karen Nemeth | Language Castle, LLC Karen @Language Castle.comFran Simon | Engagement Strategies. LLCFran.Simon@ESbyFS.com

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