東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

Big World in Little Hands: iPads in ...

Van Worth, Gina Gail.

FindBook

Google Book

Amazon

博客來

Big World in Little Hands: iPads in the Elementary Classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Big World in Little Hands: iPads in the Elementary Classroom./
作者:	Van Worth, Gina Gail.
面頁冊數:	231 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10108037
ISBN:	9781339714127

Big World in Little Hands: iPads in the Elementary Classroom.
Van Worth, Gina Gail.

Big World in Little Hands: iPads in the Elementary Classroom. - 231 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2016.

The purpose of this quantitative causal-comparative study was to determine if a significant difference existed in reading achievement between third grade students in Oklahoma who used iPads in the classroom on an individual basis versus students who did not. The theoretical foundation was Piaget's constructivist theory. The sample consisted of 312 students; 43.6% (n = 136) in a school that used iPads, and 56.4% ( n = 176) in a school that did not. The researcher used student scores from beginning and end-of-year STAR Reading assessments to determine changes in achievement. The first research question addressed the differences in reading scores of students who used interactive handheld devices in reading on a daily basis compared to third graders who did not. There was a within-subjects interaction between school and reading scores, F(1.87, 580.52) = 4.25, p = .017. There was also a significant between-subjects effect for school, F(1, 310) = 6.40, p = .012. The second research question addressed the difference between male and female student scores between the two groups. Scores improved for both males and females combined, F(1.86, 249.53) = 215.94, p < .001. There was no within and between subjects interaction between gender, school, and reading scores, F(1.86, 249.53) = 1.97, p = .144, indicating that the mean reading scores changed at the same rate for both genders. The practical implication of this study is that teachers should leverage devices to enhance the lessons for all students no matter the gender. Descriptive statistics showed the iPad group mean score was 19.73 points greater than the non-iPad group, indicating a need for further research since this differed from the overall statistically significant results.

ISBN: 9781339714127Subjects--Topical Terms:

517670
Educational technology.

Big World in Little Hands: iPads in the Elementary Classroom.
LDR:02648nmm a2200301 4500 001 2072050
005 20160723161816.5
008 170521s2016 ||||||||||||||||| ||eng d
020 $a 9781339714127
035 $a (MiAaPQ)AAI10108037
035 $a AAI10108037
040 $a MiAaPQ $c MiAaPQ
100 1 $a Van Worth, Gina Gail. $3 3187246
245 1 0 $a Big World in Little Hands: iPads in the Elementary Classroom.
300 $a 231 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
500 $a Adviser: Rob Hess.
502 $a Thesis (Ed.D.)--Grand Canyon University, 2016.
520 $a The purpose of this quantitative causal-comparative study was to determine if a significant difference existed in reading achievement between third grade students in Oklahoma who used iPads in the classroom on an individual basis versus students who did not. The theoretical foundation was Piaget's constructivist theory. The sample consisted of 312 students; 43.6% (n = 136) in a school that used iPads, and 56.4% ( n = 176) in a school that did not. The researcher used student scores from beginning and end-of-year STAR Reading assessments to determine changes in achievement. The first research question addressed the differences in reading scores of students who used interactive handheld devices in reading on a daily basis compared to third graders who did not. There was a within-subjects interaction between school and reading scores, F(1.87, 580.52) = 4.25, p = .017. There was also a significant between-subjects effect for school, F(1, 310) = 6.40, p = .012. The second research question addressed the difference between male and female student scores between the two groups. Scores improved for both males and females combined, F(1.86, 249.53) = 215.94, p < .001. There was no within and between subjects interaction between gender, school, and reading scores, F(1.86, 249.53) = 1.97, p = .144, indicating that the mean reading scores changed at the same rate for both genders. The practical implication of this study is that teachers should leverage devices to enhance the lessons for all students no matter the gender. Descriptive statistics showed the iPad group mean score was 19.73 points greater than the non-iPad group, indicating a need for further research since this differed from the overall statistically significant results.
590 $a School code: 1582.
650 4 $a Educational technology. $3 517670
650 4 $a Elementary education. $3 641385
650 4 $a Educational leadership. $3 529436
650 4 $a Reading instruction. $3 2122756
690 $a 0710
690 $a 0524
690 $a 0449
690 $a 0535
710 2 $a Grand Canyon University. $b College of Doctoral Studies. $3 2097618
773 0 $t Dissertation Abstracts International $g 77-09A(E).
790 $a 1582
791 $a Ed.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10108037