1m Technology Sloan C Spring 08 1 Tovar
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This dissertation proposal examines how mobile technology can be used to inform and support a Response to Intervention (RTI) process for early literacy development in kindergarten students. The study will focus on how kindergarten teachers adopt and progress in their use of assessment technology to monitor student literacy skills. Data will be collected through teacher interviews, observations of technology use, student assessment scores, and surveys over the course of 5 months. The goal is to answer how mobile technology can support data-driven RTI and facilitate teacher adoption of assessment technology to improve early literacy.
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This document outlines a study to evaluate how mobile technology can inform the development of an early literacy data-driven model for kindergarten students. The study will implement an intervention plan with kindergarten teachers at an elementary school that includes reviewing student benchmark and progress monitoring data, planning small group interventions, and discussing the effects of interventions. Data sources like teacher interviews, observations, and student assessment scores will be collected throughout implementation to answer the research questions.
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AN EXPLORATORY STUDY ON K-12 TEACHERS'
USE OF TECHNOLOGY AND MULTIMEDIA IN THE CLASSROOM
INTRODUCTION
Teachers
positively support their curricular goals and enhance
classroom instruction (Smerdon, B., Cronen, S., Lanahan, L.,
Anderson, J., Lannotti, N., & Angeles, J. (2000); Gray,
Thomas & Lewis, 2010). There are multiple technology tools
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in the 21 century available for teachers to integrate in their
classroom for these purposes; however, there are
challenges. These tools change rapidly so it becomes
inherent for schools to have current technology and
teachers that are sufficiently prepared to use these
technology tools (Hinostroza, 2011). Often teachers do not
understand terminology necessary to communicate when
using these tools. Two terms educators commonly use
interchangeably are technology and multimedia. The term
“technology” denotes the hardware that is used in the
classroom and the term “multimedia”conveys software
applications combining digital media types, such as text,
images, sound, and video, which are the definitions used in
this study. Furthermore, it is difficult to establish a skill and
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By
knowledge level necessary for educators.
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assessments; 3) Model digital age work and learning; 4)
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and develop digital age learning experiences and
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and learning, were the primary focus. More specifically, two
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DISCOVERABILITY A NEW LEARNABILITY PRINCIPLE FOR CHILDREN’S APPLICATION SOFTWARE
For more than two decades children’s use of multimedia was restricted to watching television and listening
to music. Although some parents complained about children being addicted to listening to music the idea
that children could be addicted to television was a real concern to most parents. Nowadays parents not
only need to be concerned about how much television their kids are watching, but also many other forms of
media that are emerging with the fast development in information and technology such as the internet,
video games, tablets and smart phones. From this the researcher came to realize that children are
increasingly becoming the consumers of application software facilitated by these information systems.
Children spend at least three hours according to research on these media which includes the use of
computers, tablets, smartphones and music. The researcher was concerned that system vendors use the
same learnability principles to make applications for all age groups based on learnability principles that
were designed with adult users in mind. Many interface design principles used for adult products cannot be
applied to products meant for children and further yet children at different ages learn differently. The
research looked at the existing learnability principles by trying to evaluate them and come up with new
principle(s) that can be used to further improve the current principles so that they can be used effectively
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1m Technology Sloan C Spring 08 1 Tovar
- 1. Spring 2008 Dissertation Proposal ASU @ the West campus Action Researcher Andrea Tovar
- 2. mTechnology: A Teacher Tool for Growing a Community of Practice within an RtI Process
- 4. “ Everyone talks about how great technology is; why aren’t we using more of it?” (Personal communication, RtI Spring 2007 Site- Based Meeting) “When we’re finished with this training, we’re getting trained on how to use Pocket PC’s to do this, right?” (Personal communication, Site-Based DIBELS Training, Fall 2007) “I love this, but it scares me!” (Personal communication, mTechnology Session I, Site-Based P/D, Spring 2008)
- 9. This action plan will be implemented according to the following agenda and will include all kindergarten teachers at Sky View Elementary: Time Action Intervention Early September I Review Fall DIBELS Benchmark data. Schedule progress monitoring window. Mid-September II Discuss results from first progress monitoring window. Plan for small group intervention with at-risk profile data. Early September III Discuss results of small group intervention. Plan next progress monitoring period. Mid-October IV Review PM data implication form last progress monitoring period. Review effects of small group intervention. End of October V Discuss the results of small group intervention. Plan next progress monitoring (post study completion).
- 10. mTechnology Data Sources Timeline Tools/Instruments Action Early September Levels of Use Branching Interview I Observable Behavior Mid-September DIBELS Progress Monitoring I Initial Sound Fluency & Phoneme Segmentation Fluency Early October Levels of Use Branching Interview II Observable Behaviors Early October Levels of Use Branching Interview II Initial Sound Fluency and Phoneme Segmentation Fluency Mid-October DIBELS Progress Monitoring III Initial Sound Fluency & Phoneme Segmentation Fluency End of October to Early November DIBELS Progress Monitoring IV Initial Sound Fluency & Phoneme Segmentation Fluency Early to Mid-November Levels ofUse Branching Interview III Observable Behavior Mid-November Stages of Concern Questionnaire III Affective/Feelings/Perceptions
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