Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 719-729 |
| Journal | Computers & education |
| Volume | 52 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2009 |
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Keywords
- Technology integration
- Early literacy
- Kindergarten
- Emergent literacy
- IR-67983
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Designing technology for emergent literacy: the PictoPal initiative. / McKenney, Susan; Voogt, Joke.
In: Computers & education, Vol. 52, No. 4, 2009, p. 719-729.Research output: Contribution to journal › Article › Academic
TY - JOUR
T1 - Designing technology for emergent literacy: the PictoPal initiative
AU - McKenney, Susan
AU - Voogt, Joke
PY - 2009
Y1 - 2009
N2 - 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.
AB - 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.
KW - Technology integration
KW - Early literacy
KW - Kindergarten
KW - Emergent literacy
KW - IR-67983
U2 - 10.1016/j.compedu.2008.11.013
DO - 10.1016/j.compedu.2008.11.013
M3 - Article
VL - 52
SP - 719
EP - 729
JO - Computers & education
JF - Computers & education
SN - 0360-1315
IS - 4
ER -