This action research project aimed to gain insight into parents' views on their preschool-aged children learning literacy skills through technology. Data was collected through student interviews, parent surveys and interviews. The results showed that students highly prefer using technology like iPads, especially for games. Parents agreed technology can benefit literacy but prefer traditional methods like reading books. They allow limited technology access at home and want it balanced with other activities in early childhood centers. Overall, parents see value in technology but emphasize the importance of traditional literacy learning and monitoring screen time for young children.
ECD 400 Article critique young exceptional childtpuga3
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This article critique summarizes an article about the importance of play for child development. It discusses how parents can hold play dates to help develop their child's social and play skills. The article outlines different types of play children engage in, such as isolated, parallel, and common play. It provides tips for parents on encouraging mutual play during play dates, such as engaging with children, praising shared play, and providing open-ended toys. Play dates should last 30-60 minutes in an environment that fosters interaction.
This document summarizes a fifth grade flag ceremony at an elementary school. It describes the opening song and announcements for the Pledge of Allegiance. It then explains a "Responsibility Quiz Show" segment where students act out scenarios and other students buzz in to say if the actions were responsible or not. The ceremony aims to teach students about responsibility through interactive skits and games. It provides a positive example of how elementary schools can incorporate lessons on citizenship and character.
Final action research project report julie salinasjuliesalinas
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This document provides an abstract and introduction for a research study on allowing students to use personal communication devices in the classroom. Specifically, it examines allowing freshman English students to download Homer's Odyssey to their personal devices and monitoring how this impacts student engagement, participation, and grades. The study aims to see if providing convenient access to reading materials on students' own technology increases their involvement and academic performance. It outlines some potential challenges of the study and defines key terms. Finally, it reviews related literature discussing both benefits and concerns of students using personal devices in educational settings.
This document discusses the benefits of integrating arts into the curriculum for students with disabilities. It argues that arts like music, drawing, painting and literature can enhance, encourage and motivate these students. The arts provide alternative tools for students to better themselves and achieve their potential. When taught by knowledgeable teachers, arts can help students with disabilities communicate their thoughts and feelings. Studies show arts are linked to improved academic skills and reduced dropout rates. Specifically, drama improves language skills, music enhances language learning, and fine arts develop literacy and math skills. Technology can also help create new ways for students to stay engaged through arts and reduce learning barriers.
Learning with New Technologies: Encouraging and Scaffolding Activities & Expl...Hatch Early Learning
Â
Dr. Nicola Yelland of Victoria University shares her experience with the use of technology in classrooms around the world and how educators can use technology to tailor learning in their own classrooms.
This summary provides the key details about a research article that studied the impact of using virtual reality with and without gaming attributes for academic achievement. The study compared the effects of a basic computer-assisted instruction program to a virtual reality gaming program on students' math and language arts test scores. It found that the basic instruction program improved math scores but neither program improved language arts scores. The gaming program did not further increase math scores above the basic program. The summary critically examines the study's small sample size and sampling method.
This research aims to understand the gap in literacy levels between Indigenous and non-Indigenous students in Australia. The researcher created a questionnaire to gather opinions from industry professionals on why this gap exists and how teacher training and government funding schemes have addressed this issue. The questionnaire was distributed by email to teachers, education organization employees, and teacher aides. The responses indicated that most participants were aware of lower literacy scores for Indigenous students on NAPLAN assessments. While some funding is provided to schools, respondents displayed limited knowledge of specific programs supported. Many felt programs like Multi-Lit and Mini-Lit have helped when implemented consistently. Most participants believed they did not have adequate opportunities to further their skills in teaching Indigenous students literacy.
ECD 400 Article critique young exceptional childtpuga3
Â
This article critique summarizes an article about the importance of play for child development. It discusses how parents can hold play dates to help develop their child's social and play skills. The article outlines different types of play children engage in, such as isolated, parallel, and common play. It provides tips for parents on encouraging mutual play during play dates, such as engaging with children, praising shared play, and providing open-ended toys. Play dates should last 30-60 minutes in an environment that fosters interaction.
This document summarizes a fifth grade flag ceremony at an elementary school. It describes the opening song and announcements for the Pledge of Allegiance. It then explains a "Responsibility Quiz Show" segment where students act out scenarios and other students buzz in to say if the actions were responsible or not. The ceremony aims to teach students about responsibility through interactive skits and games. It provides a positive example of how elementary schools can incorporate lessons on citizenship and character.
Final action research project report julie salinasjuliesalinas
Â
This document provides an abstract and introduction for a research study on allowing students to use personal communication devices in the classroom. Specifically, it examines allowing freshman English students to download Homer's Odyssey to their personal devices and monitoring how this impacts student engagement, participation, and grades. The study aims to see if providing convenient access to reading materials on students' own technology increases their involvement and academic performance. It outlines some potential challenges of the study and defines key terms. Finally, it reviews related literature discussing both benefits and concerns of students using personal devices in educational settings.
This document discusses the benefits of integrating arts into the curriculum for students with disabilities. It argues that arts like music, drawing, painting and literature can enhance, encourage and motivate these students. The arts provide alternative tools for students to better themselves and achieve their potential. When taught by knowledgeable teachers, arts can help students with disabilities communicate their thoughts and feelings. Studies show arts are linked to improved academic skills and reduced dropout rates. Specifically, drama improves language skills, music enhances language learning, and fine arts develop literacy and math skills. Technology can also help create new ways for students to stay engaged through arts and reduce learning barriers.
Learning with New Technologies: Encouraging and Scaffolding Activities & Expl...Hatch Early Learning
Â
Dr. Nicola Yelland of Victoria University shares her experience with the use of technology in classrooms around the world and how educators can use technology to tailor learning in their own classrooms.
This summary provides the key details about a research article that studied the impact of using virtual reality with and without gaming attributes for academic achievement. The study compared the effects of a basic computer-assisted instruction program to a virtual reality gaming program on students' math and language arts test scores. It found that the basic instruction program improved math scores but neither program improved language arts scores. The gaming program did not further increase math scores above the basic program. The summary critically examines the study's small sample size and sampling method.
This research aims to understand the gap in literacy levels between Indigenous and non-Indigenous students in Australia. The researcher created a questionnaire to gather opinions from industry professionals on why this gap exists and how teacher training and government funding schemes have addressed this issue. The questionnaire was distributed by email to teachers, education organization employees, and teacher aides. The responses indicated that most participants were aware of lower literacy scores for Indigenous students on NAPLAN assessments. While some funding is provided to schools, respondents displayed limited knowledge of specific programs supported. Many felt programs like Multi-Lit and Mini-Lit have helped when implemented consistently. Most participants believed they did not have adequate opportunities to further their skills in teaching Indigenous students literacy.
This summary provides the key details from the document in 3 sentences:
This document summarizes several research articles on integrating technology into instruction. It discusses studies on using technology like laptops, digital books, and online collaboration to increase student engagement and achievement in middle school classrooms. The critiques for each article are also summarized and provide additional context for how the studies could be improved or built upon.
Effects of e-readers on student engagement in readingEunsook Hong
Â
The document summarizes an action research project that examined whether providing students with e-readers increased engagement in independent reading. 24 students in grades 4-8 were given e-readers loaded with digital books to use at home and school. Students took reading assessments at the start and end of the school year and submitted weekly reading logs. The results indicated that most students enjoyed reading more and completed their reading logs. While reading skills improved, the direct impact of the e-readers could not be determined due to a lack of pre-activity survey data.
After School Program in Partnership with EkStep: An Experiment by Mantra4ChangeEkStepFoundation
Â
Mantra4Change, conducted an interesting experiment to study the effectiveness of technology in improving learning outcomes. They designed a one-month pilot that would involve teaching children English on a tablet, using the Genie app provided by e-learning platform EkStep. The objectives of the experiment were to improve learning outcomes, use after-school hours profitably and increase parentsâ investment in their childrenâs education. What were the outcomes? Read all about the experiment in this report.
Learn how to increase communication effectively with children through the use of sign language at home or in your early childhood development program. We hope you will use this information to guide you through the process of introducing and using sign language successfully in your classroom or home. Visit http://hatchearlylearning.com/webinars for upcoming events and recordings.
Parents as Teachers Program: A Pilot by Gyan Prakash FoundationEkStepFoundation
Â
The âParents As Teachersâ program aims to bring about a change in the mindset of low income parents and rural parents about their role in the childâs development and education. The program primarily targeted low-income mothers with children who are yet to enter formal schooling and aimed to increase the capacity of parents to create active childhood experiences that aid the development of their child. The program was implemented over the course of 8 months from January - September 2018 in Pune. The program was a collaboration between Gyan Prakash Foundation and EkStep Foundation.
This summary provides an overview of a case study examining how a technology-rich environment can foster learning in an elementary math classroom. The study focuses on a third-grade student who was struggling with math. The student used the online program ALEKS, which provided individualized assessments and feedback to address weaknesses. Observations were also made of classroom lessons and how students collaborated through peer-assisted learning and storytelling strategies. The goal of the case study was to understand how these technological and collaborative approaches helped improve the student's learning outcomes in math.
The document discusses how technology can promote student achievement according to three credible sources. Studies have shown that technology improves student performance in fundamental skills, prepares students with 21st century skills, and increases student motivation which leads to higher achievement. When used properly in the classroom with teacher support, technology can significantly boost learning outcomes and engagement for all students, especially those in underserved communities. Integrating technology enhances learning through visual tools, collaboration, and connecting students to the wider world in a way that follows cognitive development theories.
Instructional media functioning to deliver the lesson has a very important role. There are a lot of instructional media used in learning process; one of those is interactive multimedia. This study aims to find out students response toward game based interactive media as instructional media in elementary school. The method used in this study was descriptive qualitative. The sample in this study was 10 students 5th grade elementary school. The data collecting methods were interview, observation and questionnaire. The collected data were analyzed by using interactive analysis consist of data collecting, data reduction, data presenting and conclusion. The result of this study shows that the student gave a good response toward game-based interactive multimedia. The students like and support the use of game based interactive multimedia as instructional media. Students felt that it was easier to understand lesson because the lesson was delivered not only through text, but also picture, audio, video and animation. The game in interactive media make the student be entertained and active in learning process. It is suggested that the teacher cooperate with the expert in education technology to improve interactive multimedia as interaction media.
This article discusses developing an art education curriculum to address contemporary social issues like discrimination, bullying, and violence. The researcher created an interdisciplinary art course for high school juniors and seniors that used artistic projects to examine these issues. Students devised and created individual and group projects both in and out of the classroom to bring awareness to these topics. The curriculum was developed with the belief that art can cultivate empathy and enable positive transformation. It emphasized socially engaged art over a sole focus on artistic techniques. Students participated in teaching and assessment to take responsibility for their learning. The researcher found this approach reduced problems and helped students understand course material through visual culture.
Designing, Implementing and Evaluating Gender-sensitive Mobile Learning Proje...Julie Evans
Â
This document discusses designing, implementing, and evaluating gender-sensitive mobile learning projects in educational settings. It begins with an introduction to the presenters and their organizations, followed by a discussion of key considerations for each phase:
- Designing involves understanding participants and crafting goals, activities and outcomes to be inclusive of gender differences.
- Implementing puts the plan into action while monitoring its gender impact.
- Evaluating assesses how the project affected girls and boys to help improve future projects. Examples are provided to illustrate how to thoughtfully design projects with gender in mind.
Coping mechanisms of parents in kinder with modular distance learning deliver...icyclorion
Â
This action research studied the coping mechanisms of parents with children in Kindergarten using modular distance learning at Moonwalk Elementary School. A survey of 20 parents found that their main coping mechanisms included: seeking support from family members in helping their children learn, using repetition to teach lessons, and providing positive reinforcement like praise. Parents also relied heavily on learning materials provided by teachers like modules and workbooks. While some parents used online resources like translations and infographics to supplement, most found the modular materials clear enough for their children to understand without added support. The results help teachers understand parent experiences and inform future support for facilitating children's learning at home.
This article summarizes a study investigating the impact of non-technological game-based teaching on students' mathematics achievement. The study was conducted in a rural middle school in Pakistan with 39 grade 8 students. Students were split into an experimental group that learned mathematics concepts through the game "Guess and Tell" and a control group with traditional instruction. Pre- and post-tests showed students in the experimental group had significantly higher post-test scores, indicating the game improved their mathematics achievement. The study found no significant difference in achievement between male and female students. The researchers concluded that non-technological games can effectively be used as a teaching tool to enhance learning outcomes in mathematics.
This document presents a study on the relationship between multimedia enhanced language learning instruction and speaking competence among grade 9 students. It aims to determine the benefits of multimedia instruction, the overall speaking competence of students, and whether a relationship exists between multimedia instruction and speaking competence. The study also examines differences in these areas between genders. The study focuses on 75 grade 9 students at Western Mindanao State University â Integrated Laboratory School during the 2015-2016 school year. It utilizes surveys and a speaking skills test to gather data on multimedia benefits and speaking competence. The findings of the study could benefit teachers, administrators, students, and future researchers.
Dubrovnik Libraries In The Digital Age Conference June 2006Pino Calambrogio
Â
The document discusses how school libraries can help students learn in digital environments. It summarizes research showing that school libraries help students with getting information, developing information literacy skills, school work, reading interests, and independent learning. The research tracked changes in students' knowledge, feelings, and study approaches during inquiry projects. It found that students primarily increased their factual knowledge but did not deeply integrate or synthesize information. Some students took an additive approach by listing facts, while others took a more integrative approach by building explanations and conclusions.
This document discusses the importance of teaching children, who teaches children, studies on the topic, the role of technology, and conclusions. It notes that children are the future and experiences from birth to age 5 have a powerful effect on their lives, so teaching children is very valuable. Historically, reading was taught at home, but now parents and early childhood centers play an important role in developing literacy. Brain development is highest in the first 4 years of life. Some parents rarely involve themselves in their children's learning or provide literacy activities at home. Effective teaching involves playing, small groups, and developing independence rather than direct instruction and testing. Studies show children are learning technology skills at home in ways that support early learning. It's important that
Cellphones in Class: Necessity or DistractionAndrew Campbell
Â
This document summarizes the debate around allowing cellphone use in classrooms. It traces the history of cellphones from their introduction in the 1980s to smartphones and the rise of BYOD (bring your own device) policies in schools in the 2010s. The document outlines arguments both for and against cellphone use, citing various studies on their impact on student learning and engagement. It also presents examples of classroom policies and systems that teachers have developed to manage cellphone use, such as the stoplight system and tools for student self-assessment of their phone habits.
This article discusses the importance of evaluating technology programs in schools. It notes that technology specialists should be regularly assessing how the technology program is impacting teaching and learning. The article provides a checklist of items that should be considered when evaluating a technology program, including how technology is being integrated into the curriculum, how it supports research and problem-solving skills, and how well teachers are being trained on educational technology. It stresses that ongoing evaluation is key to ensuring the technology program is effective and having a positive influence on students.
1. The document discusses the use of student response systems, also known as clickers, in K-12 classrooms. It argues that clickers can help address common classroom challenges like keeping students engaged, assessing understanding, and motivating students.
2. Research presented in the document found that clickers help increase student participation, satisfaction, and focus. Studies show clickers improve learning attitudes and help identify misconceptions. They also found clickers motivate students and improve test scores.
3. While clickers have upfront costs, the document claims they save teaching time otherwise spent on activities like taking tests in computer labs. Downsides include technical difficulties and interrupting lecture flow, but professional development can address these issues
FETC 2012: Interactive Whiteboard Content for Early LearnersHatch Early Learning
Â
The document discusses research on using interactive whiteboards with preschool-aged children to teach literacy and math content. It summarizes a study that found preschoolers who used an interactive whiteboard system focused on literacy and math made significant gains on standardized tests of early literacy and math skills over 6 months. The study provides initial support that educational technology can be used successfully with young children to improve school readiness if implemented appropriately. Limitations are noted and future research is suggested.
The document describes a fashion line called Q.Litz created by a group of students. Q.Litz will feature clothing inspired by styles from different countries like Paris, South Korea, Indonesia, and London. The group's target market is teenage females. They plan to first produce samples of 12 designs by hand to showcase at small boutiques. Their goal is to eventually open their own boutique. They request funding to produce their initial sample designs or to produce one design at a factory.
Parental Sensitivity and Pro-social Behavior vs. Parent Hostility and Child B...fazygull786
Â
This document summarizes two studies on the effects of parental sensitivity and hostility on child development. The first study found that children of more sensitive parents developed better social skills and self-confidence, while children of hostile parents showed more shyness and less interest in social activities. The second study of adopted children also found that hostile parenting was correlated with children having poorer social skills and motivation. Both studies indicate parenting style has significant impacts on how children interact socially.
This summary provides the key details from the document in 3 sentences:
This document summarizes several research articles on integrating technology into instruction. It discusses studies on using technology like laptops, digital books, and online collaboration to increase student engagement and achievement in middle school classrooms. The critiques for each article are also summarized and provide additional context for how the studies could be improved or built upon.
Effects of e-readers on student engagement in readingEunsook Hong
Â
The document summarizes an action research project that examined whether providing students with e-readers increased engagement in independent reading. 24 students in grades 4-8 were given e-readers loaded with digital books to use at home and school. Students took reading assessments at the start and end of the school year and submitted weekly reading logs. The results indicated that most students enjoyed reading more and completed their reading logs. While reading skills improved, the direct impact of the e-readers could not be determined due to a lack of pre-activity survey data.
After School Program in Partnership with EkStep: An Experiment by Mantra4ChangeEkStepFoundation
Â
Mantra4Change, conducted an interesting experiment to study the effectiveness of technology in improving learning outcomes. They designed a one-month pilot that would involve teaching children English on a tablet, using the Genie app provided by e-learning platform EkStep. The objectives of the experiment were to improve learning outcomes, use after-school hours profitably and increase parentsâ investment in their childrenâs education. What were the outcomes? Read all about the experiment in this report.
Learn how to increase communication effectively with children through the use of sign language at home or in your early childhood development program. We hope you will use this information to guide you through the process of introducing and using sign language successfully in your classroom or home. Visit http://hatchearlylearning.com/webinars for upcoming events and recordings.
Parents as Teachers Program: A Pilot by Gyan Prakash FoundationEkStepFoundation
Â
The âParents As Teachersâ program aims to bring about a change in the mindset of low income parents and rural parents about their role in the childâs development and education. The program primarily targeted low-income mothers with children who are yet to enter formal schooling and aimed to increase the capacity of parents to create active childhood experiences that aid the development of their child. The program was implemented over the course of 8 months from January - September 2018 in Pune. The program was a collaboration between Gyan Prakash Foundation and EkStep Foundation.
This summary provides an overview of a case study examining how a technology-rich environment can foster learning in an elementary math classroom. The study focuses on a third-grade student who was struggling with math. The student used the online program ALEKS, which provided individualized assessments and feedback to address weaknesses. Observations were also made of classroom lessons and how students collaborated through peer-assisted learning and storytelling strategies. The goal of the case study was to understand how these technological and collaborative approaches helped improve the student's learning outcomes in math.
The document discusses how technology can promote student achievement according to three credible sources. Studies have shown that technology improves student performance in fundamental skills, prepares students with 21st century skills, and increases student motivation which leads to higher achievement. When used properly in the classroom with teacher support, technology can significantly boost learning outcomes and engagement for all students, especially those in underserved communities. Integrating technology enhances learning through visual tools, collaboration, and connecting students to the wider world in a way that follows cognitive development theories.
Instructional media functioning to deliver the lesson has a very important role. There are a lot of instructional media used in learning process; one of those is interactive multimedia. This study aims to find out students response toward game based interactive media as instructional media in elementary school. The method used in this study was descriptive qualitative. The sample in this study was 10 students 5th grade elementary school. The data collecting methods were interview, observation and questionnaire. The collected data were analyzed by using interactive analysis consist of data collecting, data reduction, data presenting and conclusion. The result of this study shows that the student gave a good response toward game-based interactive multimedia. The students like and support the use of game based interactive multimedia as instructional media. Students felt that it was easier to understand lesson because the lesson was delivered not only through text, but also picture, audio, video and animation. The game in interactive media make the student be entertained and active in learning process. It is suggested that the teacher cooperate with the expert in education technology to improve interactive multimedia as interaction media.
This article discusses developing an art education curriculum to address contemporary social issues like discrimination, bullying, and violence. The researcher created an interdisciplinary art course for high school juniors and seniors that used artistic projects to examine these issues. Students devised and created individual and group projects both in and out of the classroom to bring awareness to these topics. The curriculum was developed with the belief that art can cultivate empathy and enable positive transformation. It emphasized socially engaged art over a sole focus on artistic techniques. Students participated in teaching and assessment to take responsibility for their learning. The researcher found this approach reduced problems and helped students understand course material through visual culture.
Designing, Implementing and Evaluating Gender-sensitive Mobile Learning Proje...Julie Evans
Â
This document discusses designing, implementing, and evaluating gender-sensitive mobile learning projects in educational settings. It begins with an introduction to the presenters and their organizations, followed by a discussion of key considerations for each phase:
- Designing involves understanding participants and crafting goals, activities and outcomes to be inclusive of gender differences.
- Implementing puts the plan into action while monitoring its gender impact.
- Evaluating assesses how the project affected girls and boys to help improve future projects. Examples are provided to illustrate how to thoughtfully design projects with gender in mind.
Coping mechanisms of parents in kinder with modular distance learning deliver...icyclorion
Â
This action research studied the coping mechanisms of parents with children in Kindergarten using modular distance learning at Moonwalk Elementary School. A survey of 20 parents found that their main coping mechanisms included: seeking support from family members in helping their children learn, using repetition to teach lessons, and providing positive reinforcement like praise. Parents also relied heavily on learning materials provided by teachers like modules and workbooks. While some parents used online resources like translations and infographics to supplement, most found the modular materials clear enough for their children to understand without added support. The results help teachers understand parent experiences and inform future support for facilitating children's learning at home.
This article summarizes a study investigating the impact of non-technological game-based teaching on students' mathematics achievement. The study was conducted in a rural middle school in Pakistan with 39 grade 8 students. Students were split into an experimental group that learned mathematics concepts through the game "Guess and Tell" and a control group with traditional instruction. Pre- and post-tests showed students in the experimental group had significantly higher post-test scores, indicating the game improved their mathematics achievement. The study found no significant difference in achievement between male and female students. The researchers concluded that non-technological games can effectively be used as a teaching tool to enhance learning outcomes in mathematics.
This document presents a study on the relationship between multimedia enhanced language learning instruction and speaking competence among grade 9 students. It aims to determine the benefits of multimedia instruction, the overall speaking competence of students, and whether a relationship exists between multimedia instruction and speaking competence. The study also examines differences in these areas between genders. The study focuses on 75 grade 9 students at Western Mindanao State University â Integrated Laboratory School during the 2015-2016 school year. It utilizes surveys and a speaking skills test to gather data on multimedia benefits and speaking competence. The findings of the study could benefit teachers, administrators, students, and future researchers.
Dubrovnik Libraries In The Digital Age Conference June 2006Pino Calambrogio
Â
The document discusses how school libraries can help students learn in digital environments. It summarizes research showing that school libraries help students with getting information, developing information literacy skills, school work, reading interests, and independent learning. The research tracked changes in students' knowledge, feelings, and study approaches during inquiry projects. It found that students primarily increased their factual knowledge but did not deeply integrate or synthesize information. Some students took an additive approach by listing facts, while others took a more integrative approach by building explanations and conclusions.
This document discusses the importance of teaching children, who teaches children, studies on the topic, the role of technology, and conclusions. It notes that children are the future and experiences from birth to age 5 have a powerful effect on their lives, so teaching children is very valuable. Historically, reading was taught at home, but now parents and early childhood centers play an important role in developing literacy. Brain development is highest in the first 4 years of life. Some parents rarely involve themselves in their children's learning or provide literacy activities at home. Effective teaching involves playing, small groups, and developing independence rather than direct instruction and testing. Studies show children are learning technology skills at home in ways that support early learning. It's important that
Cellphones in Class: Necessity or DistractionAndrew Campbell
Â
This document summarizes the debate around allowing cellphone use in classrooms. It traces the history of cellphones from their introduction in the 1980s to smartphones and the rise of BYOD (bring your own device) policies in schools in the 2010s. The document outlines arguments both for and against cellphone use, citing various studies on their impact on student learning and engagement. It also presents examples of classroom policies and systems that teachers have developed to manage cellphone use, such as the stoplight system and tools for student self-assessment of their phone habits.
This article discusses the importance of evaluating technology programs in schools. It notes that technology specialists should be regularly assessing how the technology program is impacting teaching and learning. The article provides a checklist of items that should be considered when evaluating a technology program, including how technology is being integrated into the curriculum, how it supports research and problem-solving skills, and how well teachers are being trained on educational technology. It stresses that ongoing evaluation is key to ensuring the technology program is effective and having a positive influence on students.
1. The document discusses the use of student response systems, also known as clickers, in K-12 classrooms. It argues that clickers can help address common classroom challenges like keeping students engaged, assessing understanding, and motivating students.
2. Research presented in the document found that clickers help increase student participation, satisfaction, and focus. Studies show clickers improve learning attitudes and help identify misconceptions. They also found clickers motivate students and improve test scores.
3. While clickers have upfront costs, the document claims they save teaching time otherwise spent on activities like taking tests in computer labs. Downsides include technical difficulties and interrupting lecture flow, but professional development can address these issues
FETC 2012: Interactive Whiteboard Content for Early LearnersHatch Early Learning
Â
The document discusses research on using interactive whiteboards with preschool-aged children to teach literacy and math content. It summarizes a study that found preschoolers who used an interactive whiteboard system focused on literacy and math made significant gains on standardized tests of early literacy and math skills over 6 months. The study provides initial support that educational technology can be used successfully with young children to improve school readiness if implemented appropriately. Limitations are noted and future research is suggested.
The document describes a fashion line called Q.Litz created by a group of students. Q.Litz will feature clothing inspired by styles from different countries like Paris, South Korea, Indonesia, and London. The group's target market is teenage females. They plan to first produce samples of 12 designs by hand to showcase at small boutiques. Their goal is to eventually open their own boutique. They request funding to produce their initial sample designs or to produce one design at a factory.
Parental Sensitivity and Pro-social Behavior vs. Parent Hostility and Child B...fazygull786
Â
This document summarizes two studies on the effects of parental sensitivity and hostility on child development. The first study found that children of more sensitive parents developed better social skills and self-confidence, while children of hostile parents showed more shyness and less interest in social activities. The second study of adopted children also found that hostile parenting was correlated with children having poorer social skills and motivation. Both studies indicate parenting style has significant impacts on how children interact socially.
These are the Slides for MA (Final year) Students of the Department of Social Work, University of Peshawar.
Course Title: Social Institutions and Social System of Pakistani Society
Dr. Imran Ahmad Sajid
Values of Modern society vs Traditional societyJasleen Rajpal
Â
Man is a social animal and has been living in groups since the pre-historic times. With time, these groups have evolved to become organized and civilized societies and have adopted different norms, cultures and trends that distinguish them from the other societies. But the process of evolution did not stop and continues till date, leading to the formation of the modern society by putting the traditional society behind the scene.
Burberry is a British luxury fashion house known for its distinctive tartan pattern and for inventing gabardine fabric. It operates branded stores globally and also sells through other retailers. Burberry was founded in 1856 and focuses on outdoor apparel. It has received Royal Warrants from the Queen and Prince of Wales.
Fashion Entrepreneurs, Garment Fabrication and Designing, Clothing Line Produ...Ajjay Kumar Gupta
Â
Fashion and life style exist parallel to each other. Fashion leads the world & it will continue to do so through times. Human cannot be ever segregated from fashion. Fashion keeps on changing along with the times, it can be old styled, and traditional, modern, rigid, practical, customary, experimental, trendy, sober, etc. generation have witnessed the colour and glamour that constitutes the fashion. Accessories are the extra elements of fashion which enhance the look of your garments design. They form an excellent focal point if used carefully. It helps in making you appear taller or shorter. Some of the examples of accessories are scarves, belts, jewellery, handbags, shoes etc.
See more at: http://goo.gl/Aqh3zA
http://www.entrepreneurindia.co/
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Fashion trends move through different groups in society in various ways. The trickle-down theory suggests trends originate with high socioeconomic groups and trickle down to lower groups. Alternatively, the trickle-up theory argues trends start with youth and lower income groups. The trickle-across theory proposes trends spread horizontally between similar social groups. Fashions also follow a cycle from introduction to rise, peak popularity, decline, and eventual obsolescence. Various factors can accelerate or slow down the pace of this fashion cycle.
The documents discuss the growing importance of ethical and sustainable fashion as natural resources become scarcer. Several quotes note that eco-friendly practices are becoming a major shift in the industry rather than just a trend. The documents also describe issues like poor working conditions and lack of living wages for garment workers in Bangladesh, and the human and environmental impacts of fast fashion practices. They provide examples of more sustainable alternatives like organic, fair trade, and zero waste fashion.
Customer profiling outlines the type of customers likely to purchase your product, what they want and why, features and benefits that matter most, and messaging that will help them find you in the first place. It enables highly targeted marketing and is an essential analysis tool. It allows you to concentrate on ârealâ potential customers, saving you time and money.
1) Fashion forecasters work to identify emerging trends by closely watching many different influences from high and low culture. They communicate this information to product developers and marketers.
2) Forecasting aims to project past trends into the future by anticipating future developments based on signals of change in the present. It attempts to identify the source, pattern, direction, and tempo of trends.
3) There are different types of trends like emerging trends, building trends, declining trends, fads that fade quickly, and classics that achieve widespread acceptance over a long period.
Buttons are a common fastening used in clothing and other items to connect two pieces of fabric or material. They come in a variety of materials, sizes, and styles. Buttons serve to both fasten items and can be decorative. Proper buttons should be durable, maintain their color and shape after washing, and fasten securely without breaking or damaging the fabric.
Street fashion and subculture: past present and futurekaustav sengupta
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this presentation gives a bird's eye view of various subcultures and street-styles. the pictures in most of the slides are taken from the iconic book "streetstyles" by my guru Ted Polhemus (www.tedpolhemus.com)... contact me for more details/ discussion or read his books (available at Amazon)
This document provides information on various garment accessories and trims. It discusses swing accessories such as sewing thread, buttons, and interlinings that are used during the sewing process. It also discusses finishing accessories such as labels, zippers, and elastic that are used after sewing. The document categorizes different types of each accessory and provides their applications in garment construction.
The document discusses parenting styles and their impact on child behavior. It identifies four main parenting styles: authoritarian, authoritative, permissive, and uninvolved. The authoritarian style uses strict rules and punishment, which can lead to children being hostile or struggling socially. The authoritative style establishes rules but also allows discussion, resulting in children who are responsible decision-makers. The permissive style has few rules and discipline, and children from this parenting style often struggle academically and make poor choices. The uninvolved style provides minimal supervision and guidance, and children from this parenting tend to lack self-esteem and discipline. Modern psychologists have also defined additional styles like "tiger parenting," which is very strict and controlling.
This document discusses consumer behavior and the factors that influence consumer purchasing decisions. It defines consumer behavior as the process a consumer goes through to make purchase, use, and disposal decisions regarding goods and services. Understanding consumer behavior is important for companies to forecast trends and meet consumer needs. Consumers are motivated to purchase goods both by primary needs like hunger and shelter, as well as secondary motives that can be emotional, rational, or based on patronage preferences. Emotional motives are feelings-driven, rational motives use logic and judgment, and patronage motives favor certain retailers. Purchasing decisions often involve a combination of these different motives.
Clothing Fashion Design business plan templateBrittani Mann
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Starting your clothing line / fashion goods label is easy with these high quality business plan templates. Word, Excel and PowerPoint documents make it fast and easy to create a business plan and start-up package for a Fashion Clothing Design company.
The business plan covers the following sections:
Executive Summary
Objectives
Our Mission
Keys to Success
Company Summary
Distribution Channels
Fulfillment
Management & Organization
Organizational Chart
Startup Summary
Services & Products
Manufacturing
Sourcing and Procurement
Quality Control
Industry Analysis
Market Analysis
Competitive Advantage
Marketing
SWOT Analysis
Financials
The business plan and start-up package is for a company that will be a fashion clothing design and manufacturing concept that will utilize a multi-channel sales and distribution model. The company will combine a wholesale distribution network and e-commerce platform.
The intuitive business planning documents make it quick and easy to create a complete set of documents for starting a Clothing Fashion Design Business. With a few simple customization's, like typing in your company name and management team you will have solid business plan documents for management to use in operating the company and for investors and lenders if necessary.
This document discusses research on the benefits and risks of technology use among young children. It finds that limited computer use of under 8 hours per week is associated with cognitive and academic benefits, while over 8 hours is linked to less physical activity and socializing. It also discusses studies showing that computer access can improve school readiness, especially for disadvantaged children, and that multimedia aids comprehension for deaf children compared to text alone. The document advocates for developmentally appropriate and guided technology use in early education.
This document summarizes a study on the effect of technology on students' enthusiasm for learning science. The teacher introduced multimedia technology into her middle school science curriculum over six weeks. She surveyed students and parents on enthusiasm at the beginning and end of the study period. During the study, students worked in groups to create multimedia presentations on oceanography topics using HyperStudio. The teacher observed students for problems and reactions. At the end, student presentations were shared and students commented verbally and in writing on their experiences developing the presentations and any problems encountered.
The document discusses a problem that First Hand Learning, a nonprofit that promotes science education, is facing with declining student engagement in their after-school programs. It proposes surveying students to understand why engagement is dropping and how to make the programs more interesting. A sample survey is designed with questions about students' enjoyment of science activities and the after-school program. Implementing the surveys revealed challenges getting accurate feedback due to variables like students' ages and pressures, and limitations in surveying all target students. In the end, the results were incomplete due to issues in execution and may not fully explain the engagement problem.
Sample Action Research Report 1 Effect of Technol.docxagnesdcarey33086
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Sample Action Research Report 1
Effect of Technology on Enthusiasm for Learning Science
Jane L. Hollis
Lake City Middle School
Lake City, Florida
ABSTRACT
The effect of technology on studentsâ enthusiasm for learning science (both at school and
away from school) was investigated. Pre- and post-student and parent surveys, student and
parent written comments, and teacher observations were used to record changes in enthusi-
asm for learning science during a six-week study period.
In this study, I investigated how the integration of technology into my middle school
science curriculum would impact my studentsâ enthusiasm for learning science. Enthusiasm
for learning science can be defined as the studentsâ eagerness to participate in science activi-
ties in the classroom, as well as away from school. My motivation for focusing on technol-
ogy was twofold. First, I have had an interest in integrating technology into my studentsâ
studies of science for some time. Secondly, the funding for technological equipment and
software recently became available. During the 1993â1994 school year, my school was
awarded a $115,000 incentive grant to purchase equipment and software and to train
teachers in the use of this software and technological equipment. One of the stipulations of
the grant was that the equipment and software must be for student use.
According to Calvert (1994), American education is a system searching for solutions.
Our children drop out, fail to sustain interest in learning, and perform below capacity. Some
have argued that television is the culprit. Others have argued that computers may be the
answer.
Todayâs middle school students have grown up in a technological world with television,
electronic toys, video games, VCRs, cellular phones, and more. They are accustomed to
receiving and processing information through multi-sensory sources.
I wanted to bring technology into my classroom and incorporate it into my science
curriculum using multimedia computer presentations. Barbara ten Brink (1993) noted, â. . .
students look to us [teachers] to prepare them for an increasingly technological world.
Fortunately, with videodiscs, we are meeting the challenge by delivering curriculums in
ways that engage, motivate, and thrill our students.â In this study my students had an
opportunity to use assorted multimedia technology as they explored a segment of a middle
school science curriculum.
THEORETICAL FRAMEWORKS
Learning is an extremely complex human process. During my twenty-four years of teaching
I have used many strategies to enhance student learning and to teach new concepts. I am still
not convinced that I thoroughly understand how children learn. Yet, at this point, I do
believe children learn through experiences. They build on past experiences and previous
knowledge to process new concepts. As children redefine old understandings of concepts
and integrate new experiences into thei.
Sample Action Research Report 1 Effect of Technol.docxanhlodge
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Sample Action Research Report 1
Effect of Technology on Enthusiasm for Learning Science
Jane L. Hollis
Lake City Middle School
Lake City, Florida
ABSTRACT
The effect of technology on studentsâ enthusiasm for learning science (both at school and
away from school) was investigated. Pre- and post-student and parent surveys, student and
parent written comments, and teacher observations were used to record changes in enthusi-
asm for learning science during a six-week study period.
In this study, I investigated how the integration of technology into my middle school
science curriculum would impact my studentsâ enthusiasm for learning science. Enthusiasm
for learning science can be defined as the studentsâ eagerness to participate in science activi-
ties in the classroom, as well as away from school. My motivation for focusing on technol-
ogy was twofold. First, I have had an interest in integrating technology into my studentsâ
studies of science for some time. Secondly, the funding for technological equipment and
software recently became available. During the 1993â1994 school year, my school was
awarded a $115,000 incentive grant to purchase equipment and software and to train
teachers in the use of this software and technological equipment. One of the stipulations of
the grant was that the equipment and software must be for student use.
According to Calvert (1994), American education is a system searching for solutions.
Our children drop out, fail to sustain interest in learning, and perform below capacity. Some
have argued that television is the culprit. Others have argued that computers may be the
answer.
Todayâs middle school students have grown up in a technological world with television,
electronic toys, video games, VCRs, cellular phones, and more. They are accustomed to
receiving and processing information through multi-sensory sources.
I wanted to bring technology into my classroom and incorporate it into my science
curriculum using multimedia computer presentations. Barbara ten Brink (1993) noted, â. . .
students look to us [teachers] to prepare them for an increasingly technological world.
Fortunately, with videodiscs, we are meeting the challenge by delivering curriculums in
ways that engage, motivate, and thrill our students.â In this study my students had an
opportunity to use assorted multimedia technology as they explored a segment of a middle
school science curriculum.
THEORETICAL FRAMEWORKS
Learning is an extremely complex human process. During my twenty-four years of teaching
I have used many strategies to enhance student learning and to teach new concepts. I am still
not convinced that I thoroughly understand how children learn. Yet, at this point, I do
believe children learn through experiences. They build on past experiences and previous
knowledge to process new concepts. As children redefine old understandings of concepts
and integrate new experiences into thei.
Technology has significantly impacted education in several ways:
1) It has improved academic achievement through tools that encourage collaboration between students and access to information.
2) It has promoted higher-order thinking by supporting simulations, applications, and student-centered learning.
3) It has increased motivation by engaging students with multimedia, simulations, games, and opportunities for online collaboration.
The document summarizes two studies on the use of technology in education. The first study examined the impact of interactive whiteboards on student achievement in math and language arts, finding small increases in math scores. Teachers whose students scored above average used the whiteboards more frequently. The second study explored teachers' experiences using technology with at-risk students. It found that technology increased success rates but some students found online learning overwhelming, and identified strategies like choice, structure and customization that helped at-risk learners.
The document summarizes two research studies on the use of technology in education. The first study examined the impact of interactive whiteboards on student achievement in math and language arts, finding a small positive effect, especially in upper elementary grades. Teachers whose students scored above average were found to use the whiteboards more frequently. The second study explored teachers' experiences using technology with at-risk students, finding that teachers encountered difficulties but technology also provided opportunities for success when certain strategies were employed. Qualitative data analysis was used to identify themes in teachers' responses.
1Emerging New Technologies in Early Childhood EducatAnastaciaShadelb
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1
Emerging New Technologies in Early Childhood Education
Lua Shanks
EDDD 8113
Doctor of Education
Week 6: Refining the Problem and Purpose Statement Comment by Beryl Watnick: Week 8
Emerging New Technologies in Early Childhood Education
Technological revolutions have transformed early childhood education significantly.These developments have eased the tasks of instructors who had challenges related to delivering high-quality education. Aydin et al. (2017) found in their study that both the curriculum and instructional methods have weaknesses that significantly reduce education quality in early childhood schools. For instance, the authors found that the ratio of teachers to students is lower than required, which implies that there are more students per teacher. Consequently, the teachers cannot comprehensively deliver customized instructions to all students effectively due to time constraints. The authors recommend the use of technology, and employment of more teachers to increase instructional quality by increasing the time taken to teach each student according to their learning and developmental needs. In that regard, Dziuban et al. (2018) discuss raise concerns that there are many challenges in early childhood education (ECE). They include ineffective instructional methods, substandard learning environments, and inappropriate content that do not effectively support children's learning and developmental needs. The authors propose the use of technologies to promote quality education and growth in early childhood education. Comment by Beryl Watnick: Really? Where is there evidence for this statement? Comment by Beryl Watnick: grammar
Samudra et al. (2019) argue that the use of technology has not been used to the required potential to improve learnersâ needs in early childhood education settings. For instance, the authors found that technological devices have the potential to increase children's developmental and educational needs. In this regard, the authors recommend the use of technological devices including tablets and computers to teach children. The authors researched and found that audiovisual learning devices increase interactive learning, which is associated with high engagement and high performance. Comment by Beryl Watnick: That is obvious, isnât it?
Research Problem
The problem is that many early year teachers in the current education sector do not have enough ICT equipment and expertise at their disposal to adequately deliver holistic instruction to early year learners. The quality of instruction is not increasing regardless of the increasing advancements in technology. According to Aydin et al. (2017), changes are continuing to be noticed in classroom populations, and in performance. For instance, the number of immigrants has increased significantly, which implies that there is a crucial need to apply effective and appropriate instructional approaches. Additionally, there has been a disproportional improvement in instructi ...
Intervention for
Education
Markisâ Edwards
January 29, 2018
1
Area of Focus
Enforcing IEPs children with
Autism
Learning and behavioral difficulties
In reinforcing learners in Individualized Educational Programs(IEPs), educators will assist in shaping the behaviors of the students, as well as, becoming more self-sufficient (Bambara, Koger, & Bartholomew, 2011). The studentsâ educational needs are met in areas, such as reading, writing, math, adaptive living, and science. The objective is to meet the learners' needs via creating a plan that will effectively ensure the studentsâ educational and behavioral level are met or exceeded (Tyner, 2014).
2
Explanation of Problem
Lack of reinforcement by teachers
No use of different learning techniques
No use of technology
3
Variables
Mixed Group of children
Verbally proficient but with behavioral difficulty
Nonspeaking children with severe behavioral difficulty
Basic speaking skills with minimal behavioral difficulty
4
Research Questions
Qualitative Questions
Why should I consider eLearning-based training?
Can eLearning courses be customized?
What is the perspective of researcher in regards to having daily awareness of students IEP goals?
Quantitative Questions
What are 2-3 hardware and software requirements for online training?
What is the difference in researchers expectations of students when applying IEP goals daily verses being applied over three weeks?
5
Locus of Control
Being part of the intervention
Confidential Research for myself
Research Summaries
The main goal of being part of the intervention is the assurance that children are educated regardless of limitations or disabilities (Wehmeyer, 2005).
6
Intervention/Innovation
The Use of iPads
Use of designated applications
This will all be provided by the designed application known as âProloquoâ that is designed for such activities (Brown, Dehoney, & Millichap, 2015).
7
Negotiations
Observation of children in their learning environment
Terms set by the DHR had to be followed
8
Ethics
Student Rights
Training of students on the usage of the devices
Restricting the devices to specific sites
When the intervention is being implemented several things have to be considered and at the top of the list is the maintenance of the students rights (Bamb.
This document discusses parents' perspectives on using technology in schools. It notes that many parents today are computer literate and recognize the benefits of exposing children to technology to prepare them for the future workforce. Research shows that increased parental involvement through technologies like online grade access improves student achievement, attendance, and test scores. The document also addresses ensuring equity for all students when using technology, even for those without home computer or internet access. Overall, parents approve of and utilize technology in schools to help students succeed academically.
QuizBroz is the solution for any student looking to learn from an expert online. The platform provides both students and tutors with a one stop shop that streamlines their search
14 Young ChildrenââĸâMayâ2012Technology and Young Children .docxhyacinthshackley2629
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14 Young ChildrenââĸâMayâ2012
Technology and Young Children New Tools and Strategies for Teachers and Learners
ÂŽ
2, 3
As many educators and parents have observed, todayâs children
are exposed to advanced technology at an early age, with tablets,
e-readers, and smartphones being some prevalent choices (Gutnik
et al. 2011; Rideout 2011). Experiences with technology can pave the
way for unprecedented learning opportunities. However, without
an education component, technology cannot reach its full potential
for supporting childrenâs learning and development. In early child-
hood programs, the education component often means adults being
nearby, interacting with children and providing opportunities for
peer-to-peer learning to encourage children to gain the skills they
need for succeeding in school.
While the literature establishes the use of educational technology
and positive outcomes for children (see reviews by Glaubke 2007;
McCarrick & Li 2007; Penuel et al. 2009), it also indicates that tech-
nology needs to (1) be developmentally appropriate for children,
(2) include tools to help teachers implement the technology success-
fully, and (3) be integrated into the classroom and curriculum (see
Clements & Sarama 2003; Glaubke 2007; NAEYC & Fred Rogers Center
2012). In this article, we will discuss these criteria and provide a prac-
tical plan, examples, and a tool for evaluating, using, and integrating
educational technology in early childhood programs.
âComputers have things on
them, and when you go there,
they have the things youâre on.â
â Owen, Age 4
Finding the Education
in Educational Technology
with Early Learners
Lilla Dale McManis, PhD, is research director for
Hatch Early Childhood in Winston-Salem, North Caro-
lina, where she conducts research in education tech-
nology for early learners. Previously a teacher and
teacher educator, she now focuses on understanding
learning environments and positive outcomes for
young children. [email protected]
Susan B. Gunnewig, MEd, develops content for
technological hardware and platforms at Hatch Early
Childhood. Previously on the faculty of the Childrenâs
Learning Institute at the University of Texas Medical
School, Susan cocreated the Texas School Readi-
ness project, participated in a number of federal
grants, and has been a teacher and administrator.
[email protected]
A study guide for this article is available online at
www.naeyc.org/memberlogin.
Lilla Dale McManis and Susan B. Gunnewig
Ms. Robin is ready to begin the day. She has
reviewed todayâs goals with Ms. Jan, the teach-
ing assistant, prepared activities for the interac-
tive whiteboard (a large computer-driven touch-
screen mounted on the classroom wall), tested
the desktop computer software, and charged
her digital camera and tablet. Weâll catch up
with Ms. Robin later to see how the day unfolds.
Š
G
o
rd
o
n
S
tu
d
er
Young ChildrenââĸâMayâ2012 15
Technology and Young Children.
This document summarizes an action research project analyzing effective technology use in the classroom. Surveys, interviews, and observations of teachers at Grassy Pond Elementary School found that younger teachers were more comfortable using technology, while veteran teachers relied more on traditional methods. Data also showed that teachers felt they needed more training to effectively integrate technology. Students were more engaged when using devices like iPads throughout the day. Based on these findings, the school plans to provide more ongoing technology training for teachers and purchase additional devices to have one-to-one access for students.
The document discusses the role of technology in early childhood classrooms. It notes that technology can benefit children's learning when used appropriately, such as helping children explore, experiment, and be more motivated. However, educators must evaluate appropriate uses of technology and integrate it thoughtfully into the learning environment. The document advocates for collaboration between teachers and parents to make informed choices about technology and young children.
This document presents a research proposal that aims to investigate the implications of using iPads in the classroom setting. Specifically, it will examine the impact of iPads on classroom management, student attention levels, and understanding/retention of topics. The research will observe three classes of different grade levels and interview six teachers to understand their perspectives. Data collection will involve note-taking during observations and recording classes, as well as a teacher questionnaire and interviews. The findings will be analyzed to help answer the research question of whether iPads are a valued teaching tool or an unnecessary distraction.
An online questionnaire was distributed to parents of children with hearing loss receiving early intervention services. It aimed to understand parent perceptions of early interventionist support for developing parental self-efficacy. The results from 16 parents were compared to one early interventionist's responses. Key findings were:
1) Parents rated increasing their confidence in managing their child's hearing devices as the most important role for interventionists, whereas the interventionist rated this lower.
2) Research shows developing parental self-efficacy is important for improving language outcomes, yet parents may not understand this relationship.
3) The questionnaire revealed discrepancies between what parents and interventionists viewed as priorities, indicating a need for improved understanding and communication.
This study evaluated the impact of using iPads on classroom engagement in primary school children. The researchers observed lessons with and without iPads and measured engagement. They found that lessons using iPads led to higher engagement scores overall, as well as higher cognitive and emotional engagement. The impact was greater for boys, who saw engagement increases across all measures, whereas iPad lessons did not significantly change engagement for girls. The researchers concluded that iPads appear to help engage students, particularly boys, in the learning process.
The document provides recommendations for parents, teachers, and researchers regarding technology use with young learners. For parents, it recommends choosing age-appropriate software, supervising children, and limiting computer time. For teachers, it suggests selecting collaborative software, ensuring equitable access, and integrating technology into instruction. For researchers, it poses questions about the impact of early technology exposure on development and the relationship between technology and curriculum integration. Overall, the document advocates for careful, guided use of technology with children.
This is a summary of three articles that discuss the technology of Pda's in the classroom. The positives and negatives of this tool is discussed and viewed.
Similar to Parents views towards literacy learning through technology (20)
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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Letâs explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Fix the Import Error in the Odoo 17Celine George
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analyticsâ feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Main Java[All of the Base Concepts}.docxadhitya5119
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This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
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In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
2. This action research paper attempts to gain insight
into parentsâ views and attitudes towards their
preschool aged children learning literacy skills
through modern technologies. The purpose of this
project was to determine if there are any common
views or ideologies towards their young children
learning through technology and how this can be
incorporated into their early learning, both in early
childhood centres and at home.
3. Introduction
Because literacy can no longer be defined as a print-only activity we need to consider what
implications this new view of literacy has for the literacy learning classroom (Winch et al., 2012, p.
22). There is currently minimal existing literature on multiliteracies and the impact of technology on
childrenâs literacy learning; however it is a growing field due to the recent and ever-evolving
expansion of new technologies. It is however, well documented that early childhood experiences are
critical for later academic achievement.
Debate rages among parents and educators as to whether, and how computers should be used with
young children (Healy, 2008, p. 75). It has long been argued that the contexture of classrooms in
contemporary times requires classroom practice to be technologised in ways that enable students to
be flexible, creative thinkers and to learn within a culture of inquiry, discovery and creativity
(Edwards-Groves & Langley, 2009, p. 2).
Preschool children, in particular are as involved in multiliteracies and multimodal texts as older
children. They respond to visual images, sound and movement to make meaning from the texts
encountered in speech, environmental print, books and the television and computer screens. As
preschoolers cannot read words in the full sense, they rely more heavily on the other modes to
produce an understanding of text (Winch et al., 2012, p. 21). This technology is fast becoming more
viable and highly visible in childrenâs out-of-school social worlds (Downes, 2002 as cited in EdwardsGroves & Langley, 2009, p.3).
4. Rationale
This particular topic of parentsâ views and attitudes towards their preschool aged children
learning literacy skills through technology was chosen based on my observation while on a
previous school placement within a year 5/6 classroom. These students were all highly
capable and showed a strong preference for learning through the use of technologies such as
an interactive whiteboard, iPads and laptops during their morning literacy sessions. While I
am aware that there is a major age difference between preschool and Stage 3 students, I was
curious as to what age students should begin to learn with technologies and how their
parents felt about it. The integration of technology is present in the NSW school curriculum
and this further increased my interest in this topic, as I wanted to find out if parents agree
with early childhood centres using technology such as iPads to increase their childrenâs
literacy skills in an attempt to further prepare them for school.
5. Research Question
The purpose of this study was to determine parents/carers views and attitudes towards their
preschool aged children using, and learning through technology. While the focus of this
project was on the parentsâ views, I also took into consideration the childrenâs views.
To answer this question I needed to find out:
âĸ
What technology is used in the service and how frequently
âĸ
What do parents know about the benefits of learning through technology?
âĸ
Do parents prefer more âtraditionalâ methods of literacy learning such as reading a
Book over an interactive story with an iPad?
âĸ
The access their children have at home to technology and how often is it used?
âĸ
General thoughts on their 4-5 year olds using technology
6. Methodology
Site:
This action research project took place at the Waratahsâ Early Learning
Centre over a two month period (December 2013 â January 2014).
Participants:
The participants of this research project included the 13 students in
the preschool room aged between 4-5 years, who took part in small
group interviews. The interviews were composed of 8 girls and 5
boys, some of who were preparing to start Kindergarten in 2014. I
also collaborated with the early childhood teachers working in the
centre, as well as the parents of the children in the preschool room.
7. Data Collection
During this research project on parent views towards technology, data were gathered and
collected through a variety of methods. These methods included small group interviews with
students, a likert scale survey for parents and short individual interviews with parents.
The primary objective of using multiple methods of data collection is to gather as much
information as possible that enabled myself as the researcher, to extend my understanding of
the experiences and perspectives of stakeholders â those mainly affected by, or having
influence on the issue being investigated (Stringer, 2012, p. 101). My main focus was on the
parent and student interviews. This is because the primary data in action research are derived
from interviews with primary and key stakeholders, as interviews provide opportunities for
participants to describe the situation in their own terms (Stringer, 2012, p. 105).
Data were collected from Monday 16/12/2013, after obtaining approval and ethics consent
for this research to take place. I continued to collect data from 16/12/2013 up until Friday
24/01/2014.
I conducted 4 small group interviews with 3-4 students in each group. A total of 13 students
were interviewed. In addition to this, I collected 12 likert scale surveys from parents as well as
interviewed 4 parents. I developed semi-structured interview questions that I asked these
parents â taking notes and writing down responses, however, I also wrote down and included
any information related to this topic that the parents were discussing with me.
8. Data Analysis/Results: Student interviews
Question 1: Do you like using the iPads?
Question 3: Do you have an iPad at home?
14%
Yes
86%
No
Question 2: What is your favourite thing to do on the
iPad?
The themes highlighted in this question were that of both fun
and entertainment purposes as well as educational purposes.
Students identified apps such as hairdressing, cake decorator,
minesweeper and ninja turtles games along with comments
such as âtheyâre really funâ and âI like to play gamesâ and as
such these responses were categorized into
âentertainment/leisureâ. The second theme identified was of a
more âeducationalâ category, with students identifying apps
such as âthe chicken bookâ and the âlizard bookâ along with
other interactive read alouds used in the centre as well as
maths matching games.
Yes
31%
69%
No
Question 4: Does mum/dad let you use it?
Yes
23%
15%
62%
No
Other
9. Student interviews continued
Question 5: How often?
This question was difficult to get an exact answer from. One
student said she was allowed to use the iPad every day.
Others were allowed âonly on the weekendâ or âwhen
they were being goodâ. The most common response from
students was âsometimesâ. With further questioning, I
managed to conclude that âsometimesâ was on average 12 times per week.
Question 7: Would you rather listen to a story
on the iPad or have the teacher read you a
book?
8%
Question 6: Why do you like using the iPad?
The themes highlighted in this question were that of
enjoyment, leisure as well as academic purposes.
Student responses included âreally funâ, âtheyâre goodâ
and âto play gamesâ which I classified into an
enjoyment/leisure category. Other responses included âI
like when the teacher writes with themâ, âflipping the
book pagesâ and âteaches me thingsâ, which I concluded
fell within an educational category
iPad
92%
Teacher
10. Parent Surveys
Question 1: Do you agree with your
child/children learning literacy
through technology
Question 4: What technologies does
your child have access to at home?
10
5
0
Strongly Disagree Neutral
disagree
Agree
15
10
5
0
Strongly
agree
Question 2: Do you prefer more traditiojnal
methods of literacy learning such as reeading
a book over an interactive story with an
iPad?
Question 5: How long does your child
spend accessing these technologies?
(per week)
10
5
0
Strongly
disagree
Disagree
Neutral
Agree
Strongly
agree
4
3
2
1
0
Question 3: Do you allow your
children to access technology atâĻ
20
0
Yes
No
1 hour
2-3 hours 3-4 hours 4-5 hours 5 hours +
11. Parent Interviews
Question One: Do you agree with your child/ren learning literacy skills through technology? Why/Why not?
From this question, most parents agreed that learning through technology can be beneficial to their children;
however all were in favour of more traditional methods such as reading to their children. Parents stated
that, anyway to enhance their childâs literacy skills have got to be beneficial, as well as the technologisation of the
world means that children really have no choice in using it. At some stage, they (children) are going to be exposed
to it and it can be beneficial to start earlier in attempt to prepare them for school so they will not be left behind.
Question Two: Do you prefer traditional methods of English literacy learning or the more modern approach?
The themes highlighted in this question were that of a traditional approach. All parents here agreed with a
traditional approach and reasons for this included the benefits of simply sitting and reading with your
child, greater word recognition and well as the importance of rote learning. One parent believes it is important to
learn the traditional methods of spelling, rather than just sound it out and wait for âspell checkâ to fix it for you.
Another parent also identified the generation gap saying that she found the concept of learning through
technology quite difficult, as she didnât learn that way and found it difficult to comprehend.
Question Three: What are you doing at home to enhance your childâs literacy learning?
The themes highlighted in this question include the importance of reading to children. All parents stated that they
read with their children every night and one parent with older children also said the elder children will read to the
younger siblings â enhancing all childrenâs literacy skills. Another parent also said she tried to include âincidental
readingâ to her daily practice. Examples of this include; reading street signs, labels when grocery
shopping, reading recipe ingredients as well as speed signs while driving as these use âbig numbersâ. Two parents
also used educational technology programs such as âLeapFrogâ to enhance their childrenâs skills, although the
children had restricted access to this.
12. Parent interviews continued
Question Four: Thoughts on using an iPad for literacy development in Early Childhood centres?
The responses to this question varied. One parent was âdead againstâ, whereas the other three interviewed were âall for itâ.
The reasons for being against it included the issue of âscreen timeâ, the lack of movement as children just sit there and play on
an iPad as well as the lack of the positive experiences books can bring. The other three parents were happy for technology to
be included in their childrenâs early childhood education, as long as it was used in small doses as part of a balanced approach
to literacy learning. One parent also stated that âtechnology is not going away, so it is important to teach children to use it
from a young age, so they are not left behind and better prepared for schoolâ.
Question Five: Other technologies you allow your child access to at home and why? Educational/Leisure purposes?
All children had access to technology at home, although all parents said their children have limited/restricted access to the
technologies as it is not necessary for them to be sitting in front of a screen for extended periods of time. That being said, the
most common home technologies children had access to include: iPad/iPhone, computer/laptop as well as gaming devices
such as a DS.
Question Six: If your child is using technology with literacy learning do you feel it is helping/beneficial?
The themes highlighted in this question were that all parents agreed that yes it is beneficial/helping children to recognise
letters/numbers/ some sight words as the technology can be more engaging and interactive, however parents also stated
that technology needs to be used with traditional methods for greater literacy skill development and the technology cannot
be used a babysitter or a teacher â parents still need the one on one time of reading to their children.
Question Seven: Final thoughts
The concluding thoughts of the four parents interviewed included that if technology is going to be used in their childrenâs
early childhood education, it must be used with traditional methods for a balanced approach as well as greater school
preparation.
13. Observations
From my observations during my time spent at the service, I believe that they are integrating technology into their
preschool room effectively. An example of this was the âanimal bookâ I was shown. This book uses a combination of
both modern and traditional literacy practices through using technology to find the information and facts on
animals, while then using traditional methods of drawing and handwriting to create a fact sheet on this animal that will
then be bound into a book for all the children to access.
Another example of successful technology use was the use of a technological daybook displayed on the wall.
Throughout the day the educators take photos and observations of the children on an iPad, and then project this onto
the wall. This was more exciting and engaging for the children as they are able to see themselves and what they have
been doing during the day, rather than a daybook set up at the sign in/out sheet that children have no access to, and
parents are often too busy to peruse.
14. Results
The results of this action research study indicate several themes that are consistent
throughout the paper.
In relation to the student perspectives taken from the data analysis of the interviews, it
is evident that children have a strong preference for learning with technology, which I
fully expected. While it is important to include the childrenâs perspectives on why they
like using the iPads, the majority identified games as their favourite thing to do.
The results of the surveys indicate that parents agree with their children learning
through technology and allow their children access to technology at home;
however, they remain neutral on using technology over the more traditional forms of
literacy learning. Parent comments suggest that children need to be exposed to
technology from a young age as it is the way of the world, yet also need to know
traditional methods of literacy and numeracy learning as they canât rely on technology to
learn the basic skills for them.
Parent interviews highlight similar themes as those in the survey, such as the importance
of technology in todayâs society, the interactive and engaging elements of technology as
well as parents strong preference for this technology to be used with traditional
methods such as sitting and reading with their children. Parents highlighted the
importance of reading to children, each reading with their children every day, while also
allowing them limited access to technology.
15. Critical Reflections
Challenges of the study:
One of the biggest challenges of this study was that of permission notes for children to be included in this research in
the form of an interview. I had only three returned. This however was solved when the director of the service informed
me that parents have already signed permission for university students to include them in observations and research.
Survey responses were also poor and as such only a small number have been included in this research.
Another challenge was that of time. Being the Christmas and New Year period, it was difficult to find time to attend the
service that suited both myself as the researcher and the preschool room used in the study. It was also difficult to find
time to interview parents and as a result, only four have been interviewed.
Strengths and limitations of the study:
The limitations to my study include that it was only done in one preschool room in one early childhood centre with 15
children and I only interviewed four parents. Time was also a limiting factor. It would have been interesting to interview
the children and the parents who attended the service on different days.
The strengths of my study include that because I was only completing this action research project in one room, I was
able to focus all of my attention on this one class.
Gaps in the study:
One of the most noteworthy gaps in the study include that some parents were unaware of how the technology (iPads)
were being used in the centre. Parents were under the impression that children were just being given the iPads to sit
with and do what they like with them, which is not the case. To close this gap, my suggestion would be to include the
ways technology is used in the centre admission forms, as well as send out a newsletter on how they use it. It might
also be helpful to include some apps that may be beneficial for children to use when using the iPads individually at
home such as âLetter Aquariumâ or âA bee seesâ.
16. Planning Ahead â What next?
How might the study be extended or improved?
To further inform and develop the results of this research, my suggestions would be to
include more than the children who attend the service on a Monday, as well as to
include more than one class. It would also be beneficial to include more students
and their parents, as well as the inclusion of other early childhood centres. It
would be interesting to see if the socio-economic status of the centres families
changed the parentsâ views on their children using technology.
What are the practical implications for me?
The practical implications for me as a beginning teacher is that I now have new
knowledge and insight into the importance of parents and early childhood
educators working together for the best possible outcomes for the children in their
care. I will also use this knowledge to remember to build positive relationships
with parents as well as to keep them informed on what is going on in the
centre, as well as asking for their input. This could be done simply through an
email. I have two early childhood practicum's this year and I will use this
knowledge to better enhance my future teaching practice.
17. Feedback from Service
Through presenting my results to the service they agreed that it would be
beneficial to send out a newsletter or create a policy, to inform parents
how they use technology in the service and what apps they use, so
parents understand how it is used in the service and incorporate this at
home if they desire.
Comments from the director of the service:
â It was really great to be a part of Jessicaâs research project. She picked an
interesting topic that I myself was curious about. I was glad that the
findings of this project were shared with our service and it is something
we can take on for future referenceâ.
18. Conclusions
The aim of this action research project was to uncover the views and attitudes that parents
hold about their preschool aged children learning through technology. The reasoning for
doing this was based on my observation of Stage 3 students all successfully using technology
and I wondered at what age parents thought it was appropriate for the children to be using
technology as part of their daily education. I interviewed both students and their parents as
well as having parents complete a small scale survey based on their opinions. Overall, parents
feel that through using a balanced approach to literacy, using both modern and traditional
forms of learning, their children benefit more, are further exposed to learning through
different mediums and are better prepared for school and the future society they will be
growing up in.
19. References
Edwards-Groves, C., & Langley, M. (2009). iKindy: Responding to home technoliteracies
in the Kindergarten classroom. National Conference for Teachers of English and
Literacy. Retrieved from:
http://bilby.unilinc.edu.au:1801/webclient/StreamGate?folder_id=0&dvs=138559
9123636~858&usePid1=true&usePid2=true
Healy, J. (2008). Cybertots: Technology and the preschool child. In A. Pelo
(Ed.), Rethinking early childhood education (pp. 75-83). Milwaukee: Rethinking
Schools.
Stringer, E.T. (2014). Action Research (4th ed.). Thousand Oaks: Sage Publications.
Winch, G., Johnston, R. R., March, P., Ljungdahl, L., Holliday, M. (2010). Literacy:
Reading, writing and childrenâs literature (4th ed.). South Melbourne: Oxford
University Press.