Employing mobile technology to improve language skills of young students with language-based disabilities

Rodríguez, Cathi Draper; Cumming, Therese M.

doi:10.1080/10400435.2016.1171810

Cited by 20 publications

(17 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The remaining mixed results studies represent those that investigated multiple literacy domains (n = 9), most of which have findings related to the mobile technology better serving one domain over the other (Smeets and Bus 2012;Kaman and Ertem 2018;Rodriguez and Cumming 2017;Zhou and Yadav 2017;Zipke 2017). A common pattern that emerged in these multiple domain studies is that the use of mobile technology to support comprehension often results in no effect or a non-significant effect.…”

Section: Mixed Results In Multiple Domain Studiesmentioning

confidence: 99%

The influence of mobile technologies on preschool and elementary children’s literacy achievement: a systematic review spanning 2007–2019

Eutsler

Mitchell

Stamm

et al. 2020

Education Tech Research Dev

View full text Add to dashboard Cite

The presence of mobile technologies within preschool and elementary classrooms has been increasing, yet review studies which measure the effectiveness of mobile technologies to support children's literacy achievement remains scarce. The purpose of this study is to conduct a systematic review to examine the influence of mobile technologies on prekindergarten-5th grade students' literacy achievement between 2007 and 2019. Findings are reported according to study characteristics, followed by the patterns and trends related to achievement within and across literacy domains (phonics, phonemic awareness, fluency, vocabulary, comprehension, writing). We provide mobile device and app use strategies for teachers, while mapping clear research pathways for educational researchers and digital designers, with the ultimate goal of advancing the use of mobile technology to improve children's literacy achievement.

show abstract

Section: Mixed Results In Multiple Domain Studiesmentioning

confidence: 99%

The influence of mobile technologies on preschool and elementary children’s literacy achievement: a systematic review spanning 2007–2019

Eutsler

Mitchell

Stamm

et al. 2020

Education Tech Research Dev

View full text Add to dashboard Cite

show abstract

“…The study also considered the features and reach of MobileEdu's obedience to DR's traits and ideas. Learning through mobile devices is entertaining, inspiring, and offers a hands-on opportunity to practise skills [17]. Nonetheless, it has architectural consequences and challenges.…”

Section: Related Workmentioning

confidence: 99%

Development of Platform Independent Mobile Learning Tool in Saudi Universities

et al. 2021

View full text Add to dashboard Cite

The term “mobile learning” (or “m-learning”) refers to using handheld phones to learn and wireless computing as a learning tool and connectivity technology. This paper presents and explores the latest mobile platform for teaching and studying programming basics. The M-Learning tool was created using a platform-independent approach to target the largest available number of learners while reducing development and maintenance time and effort. Since the code is completely shared across mobile devices (iOS, Android, and Windows Phone), students can use any smartphone to access the app. To make the programme responsive, scalable, and dynamic, and to provide students with personalised guidance, the core application is based on an analysis design development implementation and assessment (ADDIE) model implemented in the Xamarin framework. The application’s key features are depicted in a prototype. An experiment is carried out on BS students at a university to evaluate the efficacy of the generated application. A usefulness questionnaire is administered to an experimental community in order to determine students’ expectations of the developed mobile application’s usability. The findings of the experiment show that the application is considerably more successful than conventional learning in developing students’ online knowledge assessment abilities, with an impact size of 1.96. The findings add to the existing mobile learning literature by defining usability assessment features and offering a basis for designing platform-independent m-learning applications. The current findings are explored in terms of their implications for study and teaching practice.

show abstract

“…More opportunities have surfaced with the improvements of mobile technologies (Hwang, Chu, & Lai, 2017), and new strategies have been sought to meet students' needs with learning difficulties (Stephenson & Limbrick, 2015). Rodríguez and Cumming (2017) highlighted how an application used in tablet computers improved students' language skills. This leaded the device aspect, and the suitability and accessibility of the software content remain vital for a quality learning experience.…”

Section: Mobile Applications For Children With Sendmentioning

confidence: 99%

Exploring the Use of Touchscreen Devices for Children With Special Educational Needs and Disabilities: Digital vs Traditional

Durgungoz

2021

EJSE

View full text Add to dashboard Cite

This research explores the use of touchscreen devices with children with special educational needs and disabilities (SEND) regarding their engagement with schoolwork. The participant children’s attention, interaction and success with tablet computers and traditional materials were evaluated to fulfil the research aims. The study was conducted in a special needs education institution in Turkey. Video recording and observation were used to collect data. Seven students with different special needs participated in this study. Four sessions were held with each child; two sessions were held with traditional materials, and the other two sessions were held with the touchscreen device. Paired Sample T-Test was used to assess children’s attention and interaction time within two different conditions. Wilcoxon Test was used to analyse the success of children. The results show that the participants’ attention time was longer with the touchscreen device. Children’s interaction time and their success with the device were related to the mobile application. Observation data indicated that not all aspects of the applications were suitable for the students, which negatively affected their learning experience. This study concludes that although an increase of interest in introducing a new tool might have a primary role in the participants’ engagement, digital mobile devices could become indispensable for children with SEND. Therefore, more efforts should be canalised into developing mobile software that is carefully tailored for specific disabilities and individual needs. Article visualizations:<img src="/-counters-/edu_01/0729/a.php" alt="Hit counter" />

show abstract

Employing mobile technology to improve language skills of young students with language-based disabilities

Cited by 20 publications

References 12 publications

The influence of mobile technologies on preschool and elementary children’s literacy achievement: a systematic review spanning 2007–2019

The influence of mobile technologies on preschool and elementary children’s literacy achievement: a systematic review spanning 2007–2019

Development of Platform Independent Mobile Learning Tool in Saudi Universities

Exploring the Use of Touchscreen Devices for Children With Special Educational Needs and Disabilities: Digital vs Traditional

Contact Info

Product

Resources

About