Preschool Teachers' Implementation Fidelity When Using a Technology-Mediated Language and Literacy Intervention

Autor/inn/en	Myrtil, Maureen J.; Justice, Laura M.; Pelfrey, Logan; Logan, Jessica A.; Xie, Kui; Barnes, Lauren
Titel	Preschool Teachers' Implementation Fidelity When Using a Technology-Mediated Language and Literacy Intervention
Quelle	In: Child & Youth Care Forum, 47 (2018) 6, S.771-786 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-1890
DOI	10.1007/s10566-018-9460-3
Schlagwörter	Preschool Teachers; Educational Technology; Technology Uses in Education; Early Childhood Education; Program Implementation; Fidelity; Teacher Characteristics; Oral Reading; Teacher Attitudes; Technological Literacy; Literacy Education + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Lehrerverhalten; Technisches Wissen
Abstract	Background: The use of technology-mediated interventions within classrooms have grown exponentially across early childhood settings. Still, very few studies have examined preschool teachers' implementation fidelity to these interventions and no study, of which we are aware, have investigated the factors associated with these teachers' fidelity when implementing technology-mediated interventions. Objective: The purpose of this study was to examine preschool teachers' fidelity when implementing Read it Again-Mobile, a technology-mediated language and literacy intervention, as well as teacher characteristics associated with adherence to core program components. Method: Thirty preschool teachers were observed during whole-group read alouds in their classroom and questionnaire data were collected regarding teachers' attitudes towards and comfort with technology. Results: Descriptive statistics demonstrated that preschool teachers exhibit relatively high levels of overall fidelity when delivering a technology-mediated intervention. Teachers' attitude towards and comfort with technology were not associated with any variation in teachers' overall implementation fidelity. Conclusion: Preschool teachers are able to implement technology-mediated interventions with fidelity. Further research is needed to identify the contextual factors that may support preschool teachers' implementation fidelity to these interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01