Practical Strategies for e-Book Use in Early Childhood Classrooms (K-5)

Moody, Amelia K.; Swafford, Jeanne

doi:10.1007/978-3-030-20077-0_12

Cited by 4 publications

(5 citation statements)

References 37 publications

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“…Another research conducted by Moody and Swafford (2019) also suggested that some features from e-books, such as shared reading, would enhance literacy learning at school. While e-learning facilitates digital literacy, the trend would initiate and lead to behavioral changes.…”

Section: Discussionmentioning

confidence: 99%

E-book or print book: parents' current view in Hong Kong

Sung¹,

Chiu²

2021

LHT

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PurposeThis study aims to examine the perception and preference of parents for their children using mobile devices to read. The pros and cons of electronic books and print books are examined from the parents' perspective.Design/methodology/approachSemi-structured interviews were conducted with 11 parents in Hong Kong, who have children in primary and secondary schools. Their opinions were summarized into common themes to explore their choice of books for children in terms of format and content.FindingsThe findings indicated that most parents and schools still prefer print books unless required by schools. However, the e-book has played an essential role under the current COVID-19 pandemic and digital literacy development.Originality/valueScant studies focus on parents' views on their choice of book formats for children, especially for East Asian metropolises. The findings are useful for schools, teachers and publishers to explore publication and collection, as well as market development in digital reading resources.

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Section: Discussionmentioning

confidence: 99%

E-book or print book: parents' current view in Hong Kong

Sung¹,

Chiu²

2021

LHT

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“…The last two questions in this section examined how adequate the parents" educational and technological backgrounds were to support their children"s online learning. The answers came consistent in the two questions, as most of the parents (43; 37) strongly agreed that they have adequate educational and technological backgrounds to support their children"s online learning, while the largest number (51, 58) agreed and a smaller number (19,15) neither agreed nor disagreed.…”

Section: Fig-6: Parents' Satisfaction Of Online Learning During the Cmentioning

confidence: 81%

“…Numerous studies and handbooks regarding the online learning topic are available [10,11] in addition to studies on the teachers" perceptions and attitudes towards online learning. The latter studies demonstrate findings that consistently reveal different perceptions to e-learning between teachers as some of them prefer the face to face or traditional teaching method while others highly recommend blended and online learning [12,13] and studies on student motivation in online learning [14,15]. However, few studies focused on parents" views of online learning.…”

Section: Problem Statementmentioning

confidence: 97%

Parents’ Views of their Children’s online Learning in The UAE Context during the COVID-19 Pandemic

Heba¹,

Salem²

2020

JAEP

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The purpose of this study was to investigate parents" views regarding online learning during the COVID-19 pandemic in the UAE context. A concurrent mixed method design was utilized to collect both quantitative and qualitative data from a sample of 122 parents who live in the UAE. Primary data was collected with a questionnaire which was developed by the researcher based on a literature review. Results indicated consistency between the quantitative and qualitative findings. Parents" satisfaction of online learning in the UAE context was equally divided between being satisfied, not satisfied, and neither satisfied nor dissatisfied. Parents" suggestions to improve online learning were revealed. The need for more interactive live sessions between teachers and students and more communication between the schools and parents were the parents" most repeated suggestions for better online learning quality and experience. The findings of this study can be used by educational policymakers and stakeholders to enhance the online learning experience in the UAE context.

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“…Limited research exists which has examined the use of the iPad and special populations of children including children with ASD (Ennis-Cole, 2015; Moody & Swafford, 2019). No known research has been conducted comparing the story comprehension skills of young children with ASD and NT children with the read-to-me feature on the iPad or the iPad alone prior to the current study.…”

Section: Discussionmentioning

confidence: 99%

“…With these advances in research for typically developing children, there is a developing corpus of research indicating how books on screen media devices support a diverse population of children. However, the body of research evaluating books on screens for children with a diagnosed disability is limited (Moody & Swafford, 2019). Children with a diagnosis of autism spectrum disorder (ASD) may be particularly interested in books on screen media devices.…”

Section: Typically Developing Children and Books On Screensmentioning

confidence: 99%

Comprehension Scores Among Young Neurotypical Children and Children With Autism: Paper and iPad® Storybooks

Marble-Flint

Strattman

Schommer‐Aikins

2020

J Spec Educ Technol

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This initial study used an equivalent-groups design to evaluate differences in story comprehension scores between children with autism spectrum disorder (ASD) and their neurotypical (NT) peers using paper and iPad® storybooks. Fifteen children with ASD of ages 4–6 and 15 NT peers matched for receptive vocabulary age and gender met inclusion criteria. Across two individualized testing sessions, participants answered language abstraction questions about three formats of Pete the Cat stories (paper, iPad adult read, and iPad with the read-to-me feature activated) during shared storybook reading. When examining the entire group of participants, all children performed better with either type of iPad storybook compared to the paper book. The current study indicates storybooks on the iPad function in similar ways for NT children and children with ASD. Further, this research shows promise for using the iPad with young children during shared storybook reading. Directions for future research and implications for special education personnel are provided.

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Practical Strategies for e-Book Use in Early Childhood Classrooms (K-5)

Cited by 4 publications

References 37 publications

E-book or print book: parents' current view in Hong Kong

E-book or print book: parents' current view in Hong Kong

Parents’ Views of their Children’s online Learning in The UAE Context during the COVID-19 Pandemic

Comprehension Scores Among Young Neurotypical Children and Children With Autism: Paper and iPad® Storybooks

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