Using iPad Applications to Increase Literacy Skills for Children PreK to Grade 3 With Disabilities

Stone-MacDonald, Angi

doi:10.1177/1096250614535220

Cited by 9 publications

(6 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…During study interviews, we tried to maintain a playful atmosphere by mixing formal instruction with questions that allowed children to express themselves. Considering the popularity of educational applications and the graphical nature of visual literacy instruction, mobile apps or computer games might provide appropriate channels for visual literacy instruction (e.g., Stone-MacDonald, 2015;Aronin and Floyd, 2013;Beschorner and Hutchinson, 2013). 3.…”

Section: Resultsmentioning

confidence: 99%

“…Considering the popularity of educational and gaming applications and the graphical nature of visual literacy instruction, mobile apps or computer games might provide appropriate channels for visual literacy instruction (e.g. Stone-MacDonald, 2015; Aronin and Floyd, 2013; Beschorner and Hutchison, 2013). Not all basic visual literacy concepts might be appropriate for the four- to six-year old children.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Not just a pretty picture: visual literacy education through art for young children

Lopatovska

Hatoum

Waterstraut

et al. 2016

View full text Add to dashboard Cite

Purpose The purpose of this paper is to understand young children’s knowledge of visual literacy elements as well as their ability to comprehend newly introduced visual literacy concepts. The study also examined existing support for visual literacy programs from parents and educators. Design/methodology/approach The study explored the knowledge of basic visual literacy elements of young children enrolled in two private schools in the New York City metropolitan area. The authors interviewed 17 children, aged four to six years old, about fine art paintings using a semi-structured interview format. Children’s responses were qualitatively analyzed to determine their initial level of visual literacy and their ability to learn and retain the concepts of visual literacy after receiving basic instruction. The children’s educators and parents completed online questionnaires that were quantitatively analyzed to determine their level of support for visual literacy programs. Findings The findings show that young children exhibited extensive knowledge of simple visual literacy elements (color, shape, line), and limited understanding of more abstract elements (perspective and salience). Children’s knowledge of visual elements improved after instruction. Parents and educators expressed support for incorporating visual literacy instruction in early childhood education. Research limitations/implications The study relied on a sample of children and adults drawn from two private schools. The sample’s demographics might have affected study findings. More studies are needed using a larger and more diverse sample. Practical implications The study suggests that young children are ready to receive instruction on visual literacy elements using art images. Children reacted positively to the images and were engaged in the discussions about them, supporting the use of fine art paintings as an instrument to introduce visual literacy concepts to young children. Survey of children’s parents and teachers indicated strong interest in, and support for such programs. Social implications With the increase of visual information production and consumption, it is important to introduce visual literacy early in life. The study advances research in methods for developing visual literacy instruction for young children. Originality/value There are no previously reported studies that have examined pre-kindergarten children’s knowledge of basic visual literacy elements and reactions to visual literacy instruction.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Not just a pretty picture: visual literacy education through art for young children

Lopatovska

Hatoum

Waterstraut

et al. 2016

View full text Add to dashboard Cite

show abstract

“…Technology apps on these devices are another tool for supporting students with disabilities access to curriculum content. Countless apps in the iTunes store can be used to address literacy development (Stone-Macdonald, 2015). In order to ensure high-quality app selection and fidelity of instruction using iPad apps, Northrop and Killeen (2013) provide a framework for using iPad apps to build early literacy skills.…”

Section: At and Readingmentioning

confidence: 99%

Teachers of Students With Learning Disabilities: Assistive Technology Knowledge, Perceptions, Interests, and Barriers

Atanga

Jones

Krueger

et al. 2019

J Spec Educ Technol

View full text Add to dashboard Cite

Assistive technology (AT) helps bridge the gap between students with learning disabilities (LD) and their peers without LD. However, this implies a need for teachers to become well-trained and proficient in the use of AT. There are established AT competencies for educators, and AT services professionals must be knowledgeable about AT to select and recommend specific technology to individual education program teams. Professionals should also be well-versed with AT to be able to train students in its use. There is a significant need for research on teachers’ knowledge and perceptions of AT (i.e., interest in using it and barriers to incorporating it) as well as the best ways to provide AT training. To investigate these areas, a survey was administered to teachers of students with LD at the elementary and middle school levels. Our results indicated that completing an AT course in college along with self-reported AT proficiency in iPad reading apps were associated with higher ratings of AT knowledge. Additionally, higher AT proficiency ratings and completing AT college course work were associated with perceptions of college preparation of AT, but these factors did not predict perceptions of workplace preparation. Teachers were clearly interested in utilizing AT but felt their college did not adequately prepare them in AT, and funding issues were the most common barriers to implementing AT. Our findings suggest a need for an emphasis on AT training in college courses.

show abstract

“…Unfortunately, most of the apps under the “educational” category in the App Store target only rote academic skills, are not based on established curricula, and use little or no input from developmental specialists or educators. According to Hirsch-Pasek et al (2015, p. 3), “educational” apps found in the App Store are “largely unregulated and untested.” Recently, app evaluation guides have been developed, such as the one by Stone-MacDonald (2014) and another by librarian Haines (2016), whose eleven-question app evaluation rubric for parents, caregivers, and librarians evaluates user experience and content. Haines’ rubric has been further modified by the KIDMAP group to create the Dig Checklist (Kidmap, 2018), which seeks to identify ways that high-quality children’s media is also “inclusive, equitable, and accessible” (Kidmap, 2018), for example, by making sure that such media includes diverse characters, voices, and content.…”

Section: Introductionmentioning

confidence: 99%

“…Digital media can also work to support different learning styles. “Technology apps are one tool in supporting children with disabilities’ access to curricular content using the Universal Design for Learning (UDL) framework” (Stone-MacDonald, 2014, p. 5). While the Energetic Alpha app is not currently designed specifically for children with disabilities, modifications could be made in the future to address different learning styles.…”

Section: Introductionmentioning

confidence: 99%

Child-Centered Design: Developing an Inclusive Letter Writing App

2018

View full text Add to dashboard Cite

Everywhere there are children, there are screens, and child–computer interaction is ubiquitous. Despite their omnipresence, research on the impact of screens on children’s learning lags behind the development of digital tools. Apple’s App Store has an abundance of “educational” apps, but many of these apps’ claims are unsubstantiated. Organizations responsible for vetting quality products for young people, such as the American Library Association, are developing resources to help identify the best digital products available, but they remain difficult to find, and there is limited guidance for app designers when it comes to designing apps for younger audiences. Our interdisciplinary, empirical study was inspired by “co-creation” (Sanders and Stappers, 2008) and “cooperative inquiry” (Druin, 2005). Starting with a seed grant from Kent State University’s College of Communication and Information, our team sought to create a high-quality and inclusive alphabet app with haptic interactions and simplified gamification to reinforce the basic letter writing skills of young children. The app rewards a child’s successful handwriting with an animation of a verb that corresponds with the letter they traced. Concrete animations and digital and verbal demonstrations connect the typographic letter to the handwritten counterpart. Librarian Claudia Haines’ rubric (Haines, 2016) and the Dig Checklist (Kidmap, 2018.) guided our definition of “quality,” and children served as co-designers in two qualitative user studies. Our young designers tested prototypes, completed task booklets, and were interviewed about their preferences and their feedback informed our design. Additionally, a focus group interview with kindergarten and preschool teachers provided further feedback about the typographic design, stroke order, and gaming rewards. To be inclusive, children in both our app design and user studies were selected from a diverse pool. Our research contributes to work on co-design and cooperative inquiry in the fields of User Experience Design, human-computer interaction, human information behavior, information science, interface design, motion design, typeface design and typography for children, and early literacy development. A post-study is planned upon completion of the app.

show abstract

Using iPad Applications to Increase Literacy Skills for Children PreK to Grade 3 With Disabilities

Cited by 9 publications

References 13 publications

Not just a pretty picture: visual literacy education through art for young children

Not just a pretty picture: visual literacy education through art for young children

Teachers of Students With Learning Disabilities: Assistive Technology Knowledge, Perceptions, Interests, and Barriers

Child-Centered Design: Developing an Inclusive Letter Writing App

Contact Info

Product

Resources

About