Toddlers and Technology: Teaching the Techniques

DeCurtis, Lisa; Ferrer, Dawn

doi:10.1044/leader.ftr5.16112011.np

Cited by 15 publications

(10 citation statements)

References 2 publications

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“…Calvert maintains that touching and sweeping on a touchscreen device fits "exactly in with how very young children think" (Baute, 2010). Others agree that because sensory input is a primary mode of learning for young children, the interactive nature of touch devices promotes learning readiness by representing visual and tactile experiences that are of high interest and motivating (DeCurtis & Ferrer, 2011). A recent literature review by Neumann and Neumann (2014) on touch-based tablets and literacy highlights that the simple tactile nature of the interface and the ability to use fingers to operate these devices expedites the use of the applications and software by preschoolers.…”

Section: Goodness-of-fit: the Developmental Appropriateness Of Touch mentioning

confidence: 99%

Using a Touch-Based, Computer-Assisted Learning System to Promote Literacy and Math Skills for Low-Income Preschoolers

McManis¹,

McManis²

2016

JITE:Research

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The use of touch-based technologies by young children to improve academic skills has seen growth outpacing empirical evidence of its effectiveness. Due to the educational challenges lowincome children face, the stakes for providing instructional technology with demonstrated efficacy are high. The current work presents an empirical study of the use of a touch-based, computerassisted learning system by low-income preschoolers. A description of the system's design is provided with attention to young children's interaction with touch devices, learner engagement, and pedagogically-based delivery of academic content. Children in 18 low-income child-care preschool classrooms were assessed on literacy and math skills in the fall and again in the spring. Target children used the iStartSmart learning system throughout the academic year, while control children did not have access to the system. Compared to controls, children using the learning system made significant gains on external standardized measures of literacy and math. Children who spent more time using the system and those who reached the upper levels of skill understanding showed the strongest improvement in test scores. The findings contribute to the currently sparse literature by illuminating that for at-risk early learners, touch-based, computer-assisted instructional technology shows promise as an educational tool.

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Section: Goodness-of-fit: the Developmental Appropriateness Of Touch mentioning

confidence: 99%

Using a Touch-Based, Computer-Assisted Learning System to Promote Literacy and Math Skills for Low-Income Preschoolers

McManis¹,

McManis²

2016

JITE:Research

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“…The work in [13] outlines seven principles of using Mobile Technology in Therapy with a view to getting the most out of the technology. These steps are outlined as follows:…”

Section: Mobile Apps In Sltmentioning

confidence: 99%

A Mobile Multimedia Application Inspired by a Spaced Repetition Algorithm for Assistance with Speech and Language Therapy

Folksman

Fergus

Al‐Jumeily

et al. 2013

2013 Sixth International Conference on Developments in eSystems Engineering

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The field of Speech and Language Therapy has seen great success utilising a number of paper based systems to help young children experiencing difficulty in language acquisition and understanding language. These systems employ card and paper based illustrations which are combined to create scenarios for children in order to expose them to new vocabulary in context. While this success has encouraged the use of such a system for a long time, problems have been identified that need addressing. In this context, systems are desired to complement the structured therapy session, in order to aid the Speech and Language Professional (SLP). In response to this, a plethora of mobile apps have flooded the market. The majority of these apps attempt to mirror current paper based methods. In this paper, a prototype web application that aims to provide a novel solution to language learning in Speech and Language Therapy is presented. The system applies a learning algorithm derived from Spaced Repetition research, with a view to aid language retention, augmenting the memorisation process.

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“…One specific type of technology, the iPad, allows for physical manipulation that encourages curiosity, creativity, self-expression, and discovery (Plowman & Stephen, 2003). Furthermore, apps made available on an iPad have the potential to target an array of functional skills necessary for effective communication including joint attention, turn-taking, vocabulary development, increasing length and complexity of language, and pre-literacy skills (DeCurtis & Ferrer, 2011). Dennis (2015) found that children made gains in their expressive verb vocabulary, as well as definitions and examples of target verbs, when provided with an extended instruction intervention delivered via an iPad app called Book Writer.…”

Section: Introductionmentioning

confidence: 99%

Effects of a Teacher Versus iPad-Facilitated Intervention on the Vocabulary of At-Risk Preschool Children

Dennis

Whalon

Kraut

et al. 2016

Journal of Early Intervention

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This study examined the effects of an adapted alternating treatments design (AATD) consisting of teacher-facilitated and iPad-facilitated instruction on at-risk preschool children’s vocabulary. Instruction was provided on 42 verbs, divided equally between treatments, across five participants over the course of 7 weeks. Dependent variables included expressive (i.e., providing a definition) and receptive (i.e., identifying the target verb from a picture menu, and yes/no questions including correct and incorrect definitions of the verb) probes of instructional targets. All five participants demonstrated increases from pretest to posttest in their expressive and receptive understanding of the verbs. Implications for research and practice are provided.

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Toddlers and Technology: Teaching the Techniques

Cited by 15 publications

References 2 publications

Using a Touch-Based, Computer-Assisted Learning System to Promote Literacy and Math Skills for Low-Income Preschoolers

Using a Touch-Based, Computer-Assisted Learning System to Promote Literacy and Math Skills for Low-Income Preschoolers

A Mobile Multimedia Application Inspired by a Spaced Repetition Algorithm for Assistance with Speech and Language Therapy

Effects of a Teacher Versus iPad-Facilitated Intervention on the Vocabulary of At-Risk Preschool Children

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