東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Implementation of iPads for At-Risk ...

Nolan, Jamie Powers.

Linked to FindBook

Google Book

Amazon

博客來

Implementation of iPads for At-Risk Pre-Kindergarten Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Implementation of iPads for At-Risk Pre-Kindergarten Students./
Author:	Nolan, Jamie Powers.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	135 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
Contained By:	Dissertation Abstracts International78-01A(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10139651
ISBN:	9781339951362

Implementation of iPads for At-Risk Pre-Kindergarten Students.
Nolan, Jamie Powers.

Implementation of iPads for At-Risk Pre-Kindergarten Students. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 135 p.

Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.

Thesis (Ed.D.)--Concordia University Chicago, 2016.

The goal of the dissertation was to investigate the usage-effect of iPads and eSpark Learning for kindergarten readiness skills with at-risk students. The Creative Curriculum was used with the in-district at-risk students as well as 6 area Universal Prekindergarten programs. All students participated in The Creative Curriculum's pretest and posttest assessments. eSpark Learning utilized the assessment scores from the pretest scores in order to customize applications for the at-risk students based on their cognitive levels. The iPads and eSpark Learning were meant to supplement classroom center activities and students were supposed to be rotated through the iPad center 3 times per week for 20 minutes each session. The applications included: (a) alphabet, (b) phonemic awareness, (c) phonics, (d) knowledge of print, (e) vocabulary, (f) reading comprehension, and (g) emergent writing skills. Using a quasi-experimental research design, the year-long study included a small, 172 student sample population of experimental and control groups identified from intact, 72 at-risk in-district Pre-K and 102 UPK students from a North Shore Long Island, New York School District. Pretest and posttest literacy achievement data were collected through school year 2014-15 using The Creative Curriculum pretest and posttest. Experimental group mean score was slightly higher than the control group, although not significant. Pretests as covariate showed higher control group gain score, with significance, but small effect size (partial eta2 =.026). eSpark Learning usage revealed that the students did not interact with iPads at the frequency time recommended. Both groups showed positive mean kindergarten readiness gain scores with the experimental (M=-0.1025) lowers than the control group (M=1.19), although not significant. Results suggested iPads and eSpark Learning customized applications did not influence kindergarten readiness skills.

ISBN: 9781339951362Subjects--Topical Terms:

518817
Early childhood education.

Implementation of iPads for At-Risk Pre-Kindergarten Students.
LDR:02890nmm a2200313 4500 001 2127545
005 20180104130645.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781339951362
035 $a (MiAaPQ)AAI10139651
035 $a AAI10139651
040 $a MiAaPQ $c MiAaPQ
100 1 $a Nolan, Jamie Powers. $3 3289698
245 1 0 $a Implementation of iPads for At-Risk Pre-Kindergarten Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 135 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
500 $a Adviser: Katherine Green.
502 $a Thesis (Ed.D.)--Concordia University Chicago, 2016.
520 $a The goal of the dissertation was to investigate the usage-effect of iPads and eSpark Learning for kindergarten readiness skills with at-risk students. The Creative Curriculum was used with the in-district at-risk students as well as 6 area Universal Prekindergarten programs. All students participated in The Creative Curriculum's pretest and posttest assessments. eSpark Learning utilized the assessment scores from the pretest scores in order to customize applications for the at-risk students based on their cognitive levels. The iPads and eSpark Learning were meant to supplement classroom center activities and students were supposed to be rotated through the iPad center 3 times per week for 20 minutes each session. The applications included: (a) alphabet, (b) phonemic awareness, (c) phonics, (d) knowledge of print, (e) vocabulary, (f) reading comprehension, and (g) emergent writing skills. Using a quasi-experimental research design, the year-long study included a small, 172 student sample population of experimental and control groups identified from intact, 72 at-risk in-district Pre-K and 102 UPK students from a North Shore Long Island, New York School District. Pretest and posttest literacy achievement data were collected through school year 2014-15 using The Creative Curriculum pretest and posttest. Experimental group mean score was slightly higher than the control group, although not significant. Pretests as covariate showed higher control group gain score, with significance, but small effect size (partial eta2 =.026). eSpark Learning usage revealed that the students did not interact with iPads at the frequency time recommended. Both groups showed positive mean kindergarten readiness gain scores with the experimental (M=-0.1025) lowers than the control group (M=1.19), although not significant. Results suggested iPads and eSpark Learning customized applications did not influence kindergarten readiness skills.
590 $a School code: 1711.
650 4 $a Early childhood education. $3 518817
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Teacher education. $3 3172312
650 4 $a Educational technology. $3 517670
690 $a 0518
690 $a 0288
690 $a 0530
690 $a 0710
710 2 $a Concordia University Chicago. $b Early Childhood Education. $3 3177612
773 0 $t Dissertation Abstracts International $g 78-01A(E).
790 $a 1711
791 $a Ed.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10139651