Fostering Engagement in Educational Technologies Through Developmental Theory and Program Data

Kazakoff, Elizabeth R.; Orkin, Melissa; Bundschuh, Kristine; Schechter, Rachel L.

doi:10.4018/978-1-5225-2639-1.ch005

Cited by 3 publications

(2 citation statements)

References 55 publications

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“…Broadly, reading interest and motivation in the early preschool years predict later literacy achievement (Ilie & Lietz, 2010;Scarborough & Dobrich, 1994), and theoretical work suggests that technology might be particularly suited to spark motivation by fostering autonomy and competence (Kazakoff et al, 2018). Research with older "reluctant readers" noted that this population found eBooks more engaging than traditional books, and eBook use led to increased time reading and parent perceptions of reading ability (Oakley & Jay, 2008).…”

Section: Discussionmentioning

confidence: 99%

Learning to eRead: A qualitative exploration of young children's developing eReader practices

Schmitt

Hurwitz

Nichols

2021

Computer Assisted Learning

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Background: Previous eBook studies were primarily cross-sectional surveys or experimental studies providing a snapshot of the impact of eBook reading on children's emergent literacy skills. Scholars have yet to characterize more fine grain developmental progressions in the use of eReaders and similar devicesthat is, how children's eBook-related practices evolve over time and what might be changing behaviourally over the course of repeated readings for any age group.Objectives: This is the first study to characterize young children's (2 to 3 years) use of eReaders over the span of several months under semi-naturalistic conditions.Methods: Twenty five mothers and their 2.5-to 3.5-year-old child engaged in a series of documentation exercises and interviews around use of a novel eReader device. This study is exploratory and deductive in nature, and hypotheses were not set forth a priori. Results and Conclusions:The results of the present study suggest that children develop increasing mastery of the affordances of eReaders as their device exposure increases. Over time, their ability to independently engage with devices rapidly increases. They transition from needing technical support from parents and high levels of encouragement to attend to literacy content over hotspots, to sometimes using the device independently, to considering the device a mainstay in their homeno longer a novelty.Implications for practice and/or policy: The developmental usability patterns noted in this study extend our naturalistic understanding of young children's dexterity with digital devices and point to methodological approaches that might yield more ecologically valid findings in future studies.

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Section: Discussionmentioning

confidence: 99%

Learning to eRead: A qualitative exploration of young children's developing eReader practices

Schmitt

Hurwitz

Nichols

2021

Computer Assisted Learning

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“…Edtech further has the potential to be highly motivating for students (Kazakoff et al, 2018)-motivation that in turn can promote stronger learning outcomes (Schiefele et al, 2012). In a review, Kazakoff et al (2018) note that Core5 fosters motivation by allowing students to choose which reading skill they want to practice in a given session, monitor their learning via progress bars, receive in-program scaffolds so they have a successful learning experience, and earn certificates as they complete levels. Kazakoff and associates conclude these features might create a safe learning space for students with reading difficulties.…”

Section: Promise Of Edtechmentioning

confidence: 99%

Educational Technology in Support of Elementary Students With Reading or Language-Based Disabilities: A Cluster Randomized Control Trial

Hurwitz¹,

Vanacore²

2022

J Learn Disabil

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Experts laud the potential of educational technology (edtech) to promote reading among students with disabilities, but supporting evidence is lacking. This study evaluated the effectiveness of the Lexia® Core5® Reading edtech program (Core5) on the Measures of Academic Progress® (MAP) Growth Reading™ and easyCBM oral reading fluency performance of students with reading or language-based disabilities in Grades K to 5. Core5 systematically addresses multiple reading domains and previously was effective in general education. We hypothesized treatment students using Core5 would outperform controls on the reading assessments. This was a cluster randomized effectiveness evaluation, with condition assignment by school (three treatment and two business-as-usual control schools). Participating students in Grades K to 5 ( N = 115; nTreatment = 65) were flagged by their district as needing reading intervention and had Individualized Education Program (IEP) designations of specific learning disability, speech or language impairment, or developmental delay. Treatment students used Core5 to supplement Tier 1 instruction for an average of 58.76 minutes weekly for 24.58 weeks. Regressions revealed treatment students outperformed controls on MAP ( B = 3.85, CI = 0.57–7.13, p = .022, d = .24), but there were no differences for oral reading fluency. MAP findings confirm edtech can effectively supplement reading instruction for this population.

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Innovations of music and aesthetic education courses using intelligent technologies

Sun

2023

Educ Inf Technol

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Innovations in training programs impact the educational system and the level of students' professional abilities. Therefore, the purpose of this study is to investigate the use of innovative technologies in teaching music and aesthetics with the use of intelligent technology. Students from various music schools in Beijing participated in the study: elementary (112 respondents), middle (123 respondents), and high school (98 respondents) (areas: piano, violin, and percussion), a total of 343 participants. Assessment of the students' level of proficiency took place in several stages: comparing the students' level of proficiency with that they had before the experiment, for this purpose an average eight-point system was used. The next stage consisted of a comparison of grades for the final academic concert. The results showed that the greatest improvement was seen in the percussion class and the least in the violin class. Piano students showed an average result in the correlation comparison, but their level was the highest in the final academic concert, 48.55% of the students showed a level of skill above average. While 39.13% of the violin students scored "excellent" and "good". The same level among the students of "percussion instruments" was shown by 35.71% of the students. Thus, one can conclude that applying intelligent technologies positively impacts students' performance, but it is necessary to be careful in choosing applications and technologies for implementation in the educational process. Further research should be directed at the impact of other applications and programs on learning, as well as ways to improve other music education areas and how they can be changed by intelligent technology use.

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Fostering Engagement in Educational Technologies Through Developmental Theory and Program Data

Cited by 3 publications

References 55 publications

Learning to eRead: A qualitative exploration of young children's developing eReader practices

Learning to eRead: A qualitative exploration of young children's developing eReader practices

Educational Technology in Support of Elementary Students With Reading or Language-Based Disabilities: A Cluster Randomized Control Trial

Innovations of music and aesthetic education courses using intelligent technologies

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