Using Mobile Media Devices and Apps to Promote Young Children’s Learning

Abstract

In this chapter we describe how mobile technologies, with a focus on smart phones, iPod touches, and iPads or other tablet devices and applications (apps), are transforming learning for young children. This chapter discusses young children's experiences and learning with mobile media devices and apps. Key opportunities to seize mobile media devices' unique attributes to improve learning are described. Along with their potential for helping children develop important skills come challenges in using mobile devices for learning that must be addressed. The use of assistive technologies and best practices of Universal Design for Learning provide a viable pathway for needed customization and personalization for young children with disabilities to succeed in using such new and innovative technologies. Finally, implications and insights for education and industry on how to promote young children's learning via mobile devices and apps are addressed.Keywords Applications (apps) · Disabilities · Media devices · Mobile technologies · Young children (AssistiveWare 2013) Advances in mobile technologies are showing immense untapped educational potential for young children. In this chapter, "mobile media" refers to smart phones, video iPods, and iPads or other tablet devices. Increasingly important is that mobile media can be designed to allow children to move in and out of overlapping physical, digital, and communicative spaces. In fact, kids today are not referred to as "digital kids" but as "mobile kids" (Shuler 2009a). The portability and ease allows children to use mobile media devices at any time, no matter where they are spending their time. Because of the increasing popularity of mobile media devices among young children (Gutnick et al. 2011;Revelle 2009;Zevenbergen 2007), mobile phones or tablets offer tremendous potential in reaching young children with 119 7 Using Mobile Media Devices and Apps to Promote Young Children's Learning quality learning opportunities, including facilitating conversations with adults and other learners, encouraging motor skills, and providing ease in navigation and use. The touch screen gives children with introductory motor skills an easy-to-use interface (Buckleitner 2010). Mobile Learning Kasey and Kolby are involved in block play during free play in their inclusive setting. Kolby, a 4-year-old with autism, is starting to become frustrated and begins banging the blocks loudly. Kasey, a typically-developing 6-year-old, asks Kolby, "What do you want?" and Kolby uses the iPad app, Proloquo2GoAccording to the Common Sense Media study (2011), even very young children are frequent digital media users. In a study of 1,384 parents of children ages birth to 8 years, approximately half (52 %) said their children now have access to one of the newer smart mobile devices at home. Furthermore, 11 % of all 0-8-year-olds use a smart phone, iPod, iPad or similar device in a typical day. In addition, this study reports that a third of children ages birth to 8 years have used mobile devices, includi...

Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education

“…The findings are consistent with various international studies which find that using tablets is beneficial in kindergarten as they require minimal training, eliminate the disadvantages of handling additional material and increase children's motivation to learn. The kinesthetic orientation of learning through games provided by the use of tablets creates a particularly friendly, creative and pleasant environment for children, which enhances the learning process (Beschorner & Hutchison, 2013;Couse & Chen, 2010;Judge et al, 2015;McManis & Gunnewig, 2012;Neumann & Neumann, 2014). Kindergarten teachers' views confirm the superiority of tablets for educational use, as they stated that the portability of these devices provided them with a way to enhance their existing teaching practices.…”

“…A growing body of research indicates that tablets offer innovative opportunities and appreciable improvements in student mathematical achievement, even in preschool education (Judge, Floyd, & Jeffs, 2015;Neumann & Neumann, 2014;Ting, 2013;Verenikina & Kervin, 2011). The ease of use, the suitability for 'anytime and anywhere learning' provided by tablets, creates a particularly friendly, creative and pleasant environment for children, which enhances the learning process (Beschorner & Hutchison, 2013;Couse & Chen, 2010;Judge et al, 2015;McManis & Gunnewig, 2012;Neumann & Neumann, 2014). Many early-year practitioners and researchers state that the interactive environment created in a kindergarten by using tablets is stronger in maintaining children's interest towards digital activities, and encourages them to become more closely and effectively involved in digital mathematical activities (Liu, 2013;Risconscente, 2012).…”

Αξιολόγηση των ελληνικών εκπαιδευτικών εφαρμογών για συσκευές με λειτουργικό σύστημα Android για παιδιά προσχολικής ηλικίας.

“…Τον Ιούνιο του 2016 οι χρήστες των συσκευών Android είχαν τη δυνατό-τητα να επιλέξουν μεταξύ 2.2 εκατομμυρίων εφαρμογών, ενώ οι χρήστες των συσκευών της Apple μεταξύ 2 εκατομμυρίων εφαρμογών (Statista, 2016). Χίλιες (1.000) νέες εφαρμογές προ-στίθενται κάθε μέρα στα 2 δημοφιλή ηλεκτρονικά καταστήματα (Judge, Floyd & Jeffs, 2015) και από αυτές τις εφαρμογές ένα μεγάλο ποσοστό αυτοαποκαλείται ως εκπαιδευτικό και α-πευθύνεται σε παιδιά προσχολικής και πρώτης σχολικής ηλικίας. Στην εκπαιδευτική κατηγο-ρία ανήκουν περισσότερες από 100.000 εφαρμογές σε καθένα από τα 2 καταστήματα (Dua & Meacham, 2016• Nadworny, 2017.…”

“…Για την ευκολότερη πρόσβαση των ενδιαφερομένων (π.χ. γονέων) σε αυτού του τύπου τις εφαρμογές, η Apple στο ηλεκτρονικό της κατάστημα έχει δημιουργήσει ένα ει-δικό τμήμα για τη συγκεκριμένη ηλικιακή ομάδα (Judge et al, 2015). Ορισμένες εφαρμογές είναι σχεδιασμένες για την ενίσχυση συγκεκριμένων πρώιμων δεξιοτήτων των μικρών παι-διών, όπως η ορθογραφία, η αναγνώριση γραμμάτων, η σχεδίαση, η εκμάθηση των σημείων στίξης, ενώ ορισμένες εφαρμογές προσφέρουν μια πιο ανοικτή χρήση επιτρέποντας στα παι-διά να δημιουργήσουν το δικό τους περιεχόμενο (Kucirkova, 2014a(Kucirkova, • 2014b.…”

“…Γιατί είναι δύσκολη η σχεδίαση μιας εκπαιδευτικής εφαρμογής για έξυπνες κινητές συσκευές για παιδιά βρεφικής έως και σχολικής ηλικίας; μιας ψηφιακής εκπαιδευτικής εφαρμογής δεν θεωρούνταν ως εύκολη διαδικασία, καθώς η εκπαιδευτική δυνατότητα μιας εφαρμογής δεν σχετίζεται μόνο με το περιεχόμενό της αλλά και με τον τρόπο με τον οποίο έχει δημιουργηθεί προκειμένου να ανταποκρίνεται στις ανά-γκες του κοινού στο οποίο απευθύνεται (Judge et al, 2015).…”