Implementing Handheld Computers as Tools for First-Grade Writers

Kuhlman, Wilma D.; Danielson, Kathy Everts; Campbell, Elizabeth; Topp, Neal

doi:10.1300/j025v22n03_14

Cited by 5 publications

(10 citation statements)

References 2 publications

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“…Nine empirical research studies examining the impact of handheld computers on young children's learning were chosen to represent the scholarship in this area. Of note, after provided with adult guidance, children were able to independently use handheld computers to plan what they were going to do, perform specific functions, navigate to different screens, and write letters (Chang, Mullen, & Stuve, 2005;Kuhlman, Danielson, Campbell, & Topp, 2005) as well as increase collaborative learning, motivation, and engagement (Fritz, 2005;Zurita & Nussbaum, 2004). An additional benefit was discovered for the self-monitoring and increased on-task behavior of a child with emotional and behavioral disorders (Gulchak, 2008).…”

Section: Personal Digital Assistants (Pdas) and Handheld Computersmentioning

confidence: 99%

“…In contrast, a The early studies of handheld computers did have practical significance for the field. First, it was concluded that appropriate uses for young children included activities in which children guide their learning and construct their own knowledge (Chang et al, 2005;Kuhlman et al, 2005;Lan, Sung, & Chang, 2007). Furthermore, in many cases, researchers placed emphasis on the importance of teachers becoming experts in using the technology in order to effectively implement the use of handheld computers in the classroom (Chang et al, 2005;Fritz, 2005;Kuhlman et al, 2005).…”

Section: Personal Digital Assistants (Pdas) and Handheld Computersmentioning

confidence: 99%

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A Quasi-Experiment Examining Expressive and Receptive Vocabulary Knowledge of Preschool Head Start Children Using Mobile Media Apps

Vatalaro

Culp

Hahs‐Vaughn

et al. 2017

Early Childhood Educ J

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The American Academy of Pediatrics (1999, 2011) recommends no screen time for children under two years and limited screen time for three-and four-year-olds. Despite these recommendations, most young children have easy access to various types of screens. In particular, children's use of mobile media, including tablets and other touch screen devices, is increasing (Common Sense Media, 2013). Even though scholars have highlighted positive uses for mobile media (Christakis, 2014; Radesky, Schumacher, & Zuckerman, 2015) and there are recommendations in place for using mobile media with young children in active, open-ended ways (NAEYC & Fred Rogers Center, 2012), there has been very limited research conducted on the impact of mobile media on young children's development. What is more, as early childhood professionals are beginning to incorporate mobile media into their classrooms, they are struggling with the ability to use these devices in developmentally appropriate ways (Marklund, 2015; Nuttall, Edwards, Mantilla, Grieshaber, & Wood, 2015). The primary purpose of the present study was to examine the efficacy of using different types of mobile media apps to increase the receptive and expressive vocabulary development of preschool children living in economically disadvantaged communities. Children and teachers in four Head Start classrooms participated in the quasiexperimental study, which included an eight-week intervention in which the children interacted with one of two types of apps: one classroom used direct instruction vocabulary apps (n = 16) and one classroom used open-ended vocabulary apps (n = 15). Two classrooms served as control groups (n = 18; n = 14) which used apps that were Kushner, Stephanie Propst, Brooke Rusoff, Rachel Sherman, and Cathy Twyman for your professionalism, flexibility, and enthusiasm for assessment. In particular, thank you viii to Amanda Barnes, whose eagerness to learn about research was inspiring and who went above and beyond to ensure the quality of my data. I am forever grateful to my mentors, committee members, and UCF ECDE family. Thank you to Lap Nguyen, who embarked on this PhD journey with me and helped me to realize when it was time to take a break. I am grateful to Dr. Judit Szente who encouraged me to enroll in the PhD program, supported publication efforts, and was always willing to assist me. Thank you to Dr. Judy Levin who believed in me throughout my undergraduate, masters, and doctoral careers and who, despite being the hardest working person I know, was never too busy to listen. Thank you to Dr. Debbie Hahs-Vaughn for her expertise in statistics and always finding time to assist when I needed guidance. Thank you to Dr. Rex Culp for his encouragement and enthusiasm. Thank you to Dr. Laurie Campbell for being a wonderful mentor and support system. I would also like to thank Ms. Jill Goodman for providing expert advice on the apps chosen for this study and guiding me in the development of the iPad assessments and intervention plans. Finally, thank you to my chair, Dr. A...

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Section: Personal Digital Assistants (Pdas) and Handheld Computersmentioning

confidence: 99%

Section: Personal Digital Assistants (Pdas) and Handheld Computersmentioning

confidence: 99%

A Quasi-Experiment Examining Expressive and Receptive Vocabulary Knowledge of Preschool Head Start Children Using Mobile Media Apps

Vatalaro

Culp

Hahs‐Vaughn

et al. 2017

Early Childhood Educ J

View full text Add to dashboard Cite

show abstract

“…In particular, the study found that the use of the iPod Touch encourages student interaction in blogs, podcasts and Web pages. Kuhlman et al [58] contended that handheld computers are more appropriate for first-grade students and can be used as supportive tools for young emerging and developing writers.…”

Section: Handheldsmentioning

confidence: 99%

Investigating Choices of Appropriate Devices for One-to-One Computing Initiatives in Schools Worldwide

Islam¹,

Andersson²

2016

IJIET

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Abstract-The use of technology in schools is rapidly increasing -today most notably through the one-to-one (1:1) programs that are being implemented all around the world. Considering how new technologies are emerging fast and obsoleting others in schools, there is a need to continuously monitor and understand the features of various devices in terms of embedded technology and interaction with users. This paper therefore presents the nature of computing devices used in 1:1 computing programs in schools around the world, including investigating the benefits and drawbacks, by means of a systematic literature review and a survey conducted in some schools in Sweden. The paper also presents findings based on how the various uses of technology affect cooperation practices as well as personal exploration.Index Terms-One-to-one computing, computer integration, constructionist learning, one laptop per child, 21st century skills.

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“…Other studies adopt more open-ended approaches, aiming to capture children's responses to particular opportunities and resources. Kuhlman, Everts Danielson, Campbell, and Topp (2005) describe a project where first graders were given handheld computers. They observed how children integrated these into their play.…”

Section: Using Digital Texts To Meet Print Literacy Objectivesmentioning

confidence: 99%

Learning, Literacies and New Technologies: The Current Context and Future Possibilities

Burnett¹,

Merchant²

2013

The SAGE Handbook of Early Childhood Literacy

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Implementing Handheld Computers as Tools for First-Grade Writers

Cited by 5 publications

References 2 publications

A Quasi-Experiment Examining Expressive and Receptive Vocabulary Knowledge of Preschool Head Start Children Using Mobile Media Apps

A Quasi-Experiment Examining Expressive and Receptive Vocabulary Knowledge of Preschool Head Start Children Using Mobile Media Apps

Investigating Choices of Appropriate Devices for One-to-One Computing Initiatives in Schools Worldwide

Learning, Literacies and New Technologies: The Current Context and Future Possibilities

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