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

The Impact of Access to Digital Devi...

McCausland-Hartman, Grace.

Linked to FindBook

Google Book

Amazon

博客來

The Impact of Access to Digital Devices on Social Skills Growth in Kindergarteners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Impact of Access to Digital Devices on Social Skills Growth in Kindergarteners./
Author:	McCausland-Hartman, Grace.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	215 p.
Notes:	Source: Dissertations Abstracts International, Volume: 79-11, Section: A.
Contained By:	Dissertations Abstracts International79-11A.
Subject:	Educational sociology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10749978
ISBN:	9780355945652

The Impact of Access to Digital Devices on Social Skills Growth in Kindergarteners.
McCausland-Hartman, Grace.

The Impact of Access to Digital Devices on Social Skills Growth in Kindergarteners. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 215 p.

Source: Dissertations Abstracts International, Volume: 79-11, Section: A.

Thesis (Ed.D.)--Gwynedd Mercy University, 2017.

Kindergarten teachers rely on teaching tools such as puzzles and books to instruct young learners. They also use digital devices to engage students, differentiate learning, and foster 21st century skills. However, some research suggests that early technology use by young children results in physical, social and emotional deficits. Since digital access is inherent in the 21st century child's school and life experiences, the question arises, "Is there a digital saturation level where school access to digital devices becomes detrimental to the development of young children's social skills?" A 16-week mixed-methods research design examined whether the frequency with which kindergarten students used digital devices in school had a positive, negative or no effect on their social skills growth. Two research questions were posed: 1) Among full day kindergarteners, is there a link between the frequency of digital access in school and the students' growth across seven targeted social skills? and, 2) Among full day kindergarteners, does the frequency of digital access at home moderate the link between digital access in school and social skills growth? Participants in this study were 59 students enrolled in three full day public school kindergarten programs, their teachers and their parents. A mixed-methods research design facilitated both quantitative and qualitative analysis using surveys, logs, questionnaires, focus group interviews and classroom observations. Quantitative results supported the null hypothesis for both research questions: there is no relationship between school access to digital devices and kindergarten students' social skills growth or lack thereof, and the level of home access had no moderating effect. Replicative research is recommended due to the small sample size. Qualitative results provided insight into additional factors that may impact the relationship between digital device use and social skills growth in kindergarteners. Additional research is suggested to investigate the impact of instructional design, explicit teaching of social skills, and device reliability on social skills growth in kindergarteners when engaged with digital devices.

ISBN: 9780355945652Subjects--Topical Terms:

519608
Educational sociology.
Subjects--Index Terms:

Developmentally appropriate practice

The Impact of Access to Digital Devices on Social Skills Growth in Kindergarteners.
LDR:03520nmm a2200433 4500 001 2404564
005 20241216064726.5
006 m o d
007 cr#unu||||||||
008 251215s2017 ||||||||||||||||| ||eng d
020 $a 9780355945652
035 $a (MiAaPQ)AAI10749978
035 $a (MiAaPQ)gmercy:10017
035 $a AAI10749978
040 $a MiAaPQ $c MiAaPQ
100 1 $a McCausland-Hartman, Grace. $3 3774880
245 1 0 $a The Impact of Access to Digital Devices on Social Skills Growth in Kindergarteners.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 215 p.
500 $a Source: Dissertations Abstracts International, Volume: 79-11, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Kieres, Katherine.
502 $a Thesis (Ed.D.)--Gwynedd Mercy University, 2017.
520 $a Kindergarten teachers rely on teaching tools such as puzzles and books to instruct young learners. They also use digital devices to engage students, differentiate learning, and foster 21st century skills. However, some research suggests that early technology use by young children results in physical, social and emotional deficits. Since digital access is inherent in the 21st century child's school and life experiences, the question arises, "Is there a digital saturation level where school access to digital devices becomes detrimental to the development of young children's social skills?" A 16-week mixed-methods research design examined whether the frequency with which kindergarten students used digital devices in school had a positive, negative or no effect on their social skills growth. Two research questions were posed: 1) Among full day kindergarteners, is there a link between the frequency of digital access in school and the students' growth across seven targeted social skills? and, 2) Among full day kindergarteners, does the frequency of digital access at home moderate the link between digital access in school and social skills growth? Participants in this study were 59 students enrolled in three full day public school kindergarten programs, their teachers and their parents. A mixed-methods research design facilitated both quantitative and qualitative analysis using surveys, logs, questionnaires, focus group interviews and classroom observations. Quantitative results supported the null hypothesis for both research questions: there is no relationship between school access to digital devices and kindergarten students' social skills growth or lack thereof, and the level of home access had no moderating effect. Replicative research is recommended due to the small sample size. Qualitative results provided insight into additional factors that may impact the relationship between digital device use and social skills growth in kindergarteners. Additional research is suggested to investigate the impact of instructional design, explicit teaching of social skills, and device reliability on social skills growth in kindergarteners when engaged with digital devices.
590 $a School code: 1961.
650 4 $a Educational sociology. $3 519608
650 4 $a Early childhood education. $3 518817
650 4 $a Educational technology. $3 517670
650 4 $a Instructional design. $3 3172279
653 $a Developmentally appropriate practice
653 $a Digital devices
653 $a Instructional design
653 $a Kindergarten
653 $a Social skills
653 $a Technology
690 $a 0340
690 $a 0447
690 $a 0518
690 $a 0710
710 2 $a Gwynedd Mercy University. $b Education. $3 3348766
773 0 $t Dissertations Abstracts International $g 79-11A.
790 $a 1961
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10749978