Developing evaluation tools for assessing the educational potential of apps for preschool children in the UK

Kołak, Joanna; Norgate, Sarah; Monaghan, Padraic; Taylor, Gemma

doi:10.1080/17482798.2020.1844776

Cited by 25 publications

(47 citation statements)

References 27 publications

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“…Furthermore, the current study results could also be used to consider teacher education programs, stakeholders, education boards who want to provide some practical training sessions, mini-workshops, and courses to prepare pre-service teachers' teaching readiness. 6…”

Section: Discussionmentioning

confidence: 99%

“…Most of them are enthusiastic about using technology for their future classroom instructions, but they are still confused over selecting the appropriate technology-based learning media. Prior studies have also mentioned that identifying and choosing high-quality instructional apps can be challenging for educators [6][7][8] since several aspects must be considered, such as curriculum, learning goals, student characteristics, resources, school support, and budget. From another vein, [9] highlighted that living conditions, learning needs, emotional needs, and socio-cultural differences should be considered when leveraging mobile devices for educational purposes.…”

Section: Introductionmentioning

confidence: 99%

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A TPACK-in Practice Model for Enhancing EFL Students’ Readiness to Teach with Ed-Tech Apps

Lisa

Faridi

Bharati

et al. 2021

Int. J. Interact. Mob. Technol.

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In Indonesia, educational technology courses have been offered in teacher preparation programs to equip students with theoretical knowledge and practical skill of utilizing technology in skill-based language teaching. Despite this, empirical studies focused on online training for EFL teacher candidates on using digital tools appropriately for pedagogical purposes and adjusting to traditional learning processes remain unexplored. Therefore, to address this gap, the present study attempts to investigate the design and implementation of a TPACK-in practice model to enhance students’ preparedness to face the rapidly-growing digital world and, more importantly, understand post-pandemic pedagogy. For this purpose, a qualitative case study was adopted. The data were obtained from multiple sources, including field notes, video-recorded classroom observation, one-on-one online interviews, and task documentation. The population of this research included 163 students in the 5th semester of the English Language Education Study Program of a university in Yogyakarta, Indonesia. We selected one class randomly, consisting of 40 pre-service English teachers during the odd semester of the 2020/2021 Academic Year. Findings demonstrate: 1) lesson activity-specific model in the educational technology course, 2) students’ reports on their hands-on learning experiences in designing teaching-learning activities with a variety of digital tools, 3) the perceived benefits of reviewing ed-tech apps, and 4) challenges encountered by students in completing their project. Finally, pedagogical implications are presented with proposed suggestions offered for future research directions in replicating the study.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A TPACK-in Practice Model for Enhancing EFL Students’ Readiness to Teach with Ed-Tech Apps

Lisa

Faridi

Bharati

et al. 2021

Int. J. Interact. Mob. Technol.

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“…Articles should not be too long or complex. Teachers can also ask students to use some high-quality educational apps (Kolak et al, 2020).…”

Section: Pre-classmentioning

confidence: 99%

Is Schema Theory Helpful in Teaching and Learning Based on Visualizing Research?

Xin-hong

Chen

Zhang

et al. 2022

International Journal of Technology-Enhanced Education

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Schema theory is one of the critical theories in cognitive linguistics. It has been applied to teaching and learning in recent years. With the question of how schema theory can be used and a benefit for practical application in education, this paper visualizes studies of the use of schema theory in education through the VOSviewer. Co-occurrence and bibliographic analysis provide the directions for the results of the research which will improve teaching and learning. With a close look at the research, we can see that the application of schema theory both in and after class can facilitate teaching and can also strengthen memory, reducing the degree of knowledge forgetting at the same time. This study of schema theory in education can give some suggestions for teachers and students.

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“…However, there is little evidence yet regarding the apps’ effectiveness and reach among high-risk populations. More is known about the effectiveness of broadly defined educational apps that constitute the majority of child-targeted apps on the market, as researchers just now start to establish evaluation procedures for such apps [ 36 ]. Finally, there are a few apps developed as online language diaries for parents.…”

Section: Introductionmentioning

confidence: 99%

Parental Report via a Mobile App in the Context of Early Language Trajectories: StarWords Study Protocol

Mieszkowska

Krajewski

Sobota

et al. 2022

IJERPH

Self Cite

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Social sciences researchers emphasize that new technologies can overcome the limitations of small and homogenous samples. In research on early language development, which often uses parental reports, taking the testing online might be particularly compelling. Due to logistical limitations, previous studies on bilingual children have explored the language development trajectories in general (e.g., by including few and largely set apart timepoints), or focused on small, homogeneous samples. The present study protocol presents a new, on-going study which uses new technologies to collect longitudinal data continuously from parents of multilingual, bilingual, and monolingual children. Our primary aim is to establish the developmental trajectories in Polish-British English and Polish-Norwegian bilingual children and Polish monolingual children aged 0–3 years with the use of mobile and web-based applications. These tools allow parents to report their children’s language development as it progresses, and allow us to characterize children’s performance in each language (the age of reaching particular language milestones). The project’s novelty rests on its use of mobile technologies to characterize the bilingual and monolingual developmental trajectory from the very first words to broader vocabulary and multiword combinations.

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Developing evaluation tools for assessing the educational potential of apps for preschool children in the UK

Cited by 25 publications

References 27 publications

A TPACK-in Practice Model for Enhancing EFL Students’ Readiness to Teach with Ed-Tech Apps

A TPACK-in Practice Model for Enhancing EFL Students’ Readiness to Teach with Ed-Tech Apps

Is Schema Theory Helpful in Teaching and Learning Based on Visualizing Research?

Parental Report via a Mobile App in the Context of Early Language Trajectories: StarWords Study Protocol

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