Literaturnachweis - Detailanzeige
Autor/inn/en | McKenney, Susan; Voogt, Joke |
---|---|
Titel | Designing Technology for Emergent Literacy: The PictoPal Initiative |
Quelle | In: Computers & Education, 52 (2009) 4, S.719-729 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0360-1315 |
DOI | 10.1016/j.compedu.2008.11.013 |
Schlagwörter | Class Activities; Intervention; Learning Activities; Observation; Emergent Literacy; Beginning Reading; Beginning Writing; Learner Engagement; Pretests Posttests; Instructional Effectiveness; Teaching Methods; Young Children; Computer Software; Instructional Design; Educational Technology; Computer Assisted Instruction; Electronic Learning Lernaktivität; Beobachtung; Frühleseunterricht; Erstleseunterricht; Erstschreibunterricht; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Frühe Kindheit; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht |
Abstract | PictoPal is the name of a technology-supported intervention designed to foster the development of emergent reading and writing skills in four and five year old children. Following the theoretical underpinnings and a brief description of PictoPal, this article describes how children worked with the technology; how the intervention elicited their engagement with literacy concepts both on the computer and off; and effects on early literacy learning. Observation results indicate that children are able to work independently with the program after a few instruction sessions. Observation data yield insight in the nature of adult guidance and the way the results of computer activities were implemented in off-computer classroom activities, as well as areas where this could be improved. Comparison of the four pre-post test experiments used to assess learning effects, suggest that the on-computer activities in PictoPal can yield a statistically significant learning effect, but only when integration with off-computer activities is present. (Contains 6 tables and 4 figures.) (As Provided). |
Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |