Dominican University of California
 

Oral Presentations - Guzman 201

Location

Guzman 201

Start Date

4-23-2015 6:00 PM

End Date

4-23-2015 6:15 PM

Department

Education

Student Type

Graduate

Faculty Mentor

Madalienne Peters

Presentation Format

Oral Presentation

Abstract/Description

Preschool students are preparing for kindergarten. This involves getting them ready socially, emotionally and academically. The kindergarten curriculum is demanding and the expectation is that students enter school knowing many aspects related to language arts. The problem at the preschool level is that children need to master letter recognition and letter sounds. The literature reveals that using technology before they are school age can be very beneficial to the preschool students (Kol, 2012). According to Nemeth and Simon (2013) it is important for teachers to have many instructional tools to meet the needs of their students. Using electronic tablets is a tool that can help promote the development of early reading skills. Shifflet, Toledo and Mattoon, (2012) showed that by just introducing four tablets into a preschool classroom the teachers observed the students had increased cooperation and collaboration. Participants in this teacher action research study include 24 four and five year olds in a private preschool setting in a suburban area. Using electronic tablets students practice letter and sound recognition as part of their daily practice. Student pre and post test scores on letter and sound recognition will be compared to analyze growth over time using electronic tablets and specific instructional applications that focus on early reading skills.

References

KOL, S. (2012). Evaluating the opinions of the preschool teachers on computer assisted education. Educational Sciences: Theory & Practice, 12(2), 897-903.

Nemeth, K. N., & Simon, F. S. (2013). Using technology as a teaching tool for dual language learners in preschool through grade 3. Young Children, 68(1), 48-52

Shifflet, R., Toledo, C., & Mattoon, C. (2012). Touch tablet surprises: A preschool teacher's story. Young Children, 67(3), 36-41.

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Apr 23rd, 6:00 PM Apr 23rd, 6:15 PM

Post Hoc Analysis: Increasing Pre Kindergarten Students Letter Recognition Through use of Tablet Applications in a Private School Setting

Guzman 201

Preschool students are preparing for kindergarten. This involves getting them ready socially, emotionally and academically. The kindergarten curriculum is demanding and the expectation is that students enter school knowing many aspects related to language arts. The problem at the preschool level is that children need to master letter recognition and letter sounds. The literature reveals that using technology before they are school age can be very beneficial to the preschool students (Kol, 2012). According to Nemeth and Simon (2013) it is important for teachers to have many instructional tools to meet the needs of their students. Using electronic tablets is a tool that can help promote the development of early reading skills. Shifflet, Toledo and Mattoon, (2012) showed that by just introducing four tablets into a preschool classroom the teachers observed the students had increased cooperation and collaboration. Participants in this teacher action research study include 24 four and five year olds in a private preschool setting in a suburban area. Using electronic tablets students practice letter and sound recognition as part of their daily practice. Student pre and post test scores on letter and sound recognition will be compared to analyze growth over time using electronic tablets and specific instructional applications that focus on early reading skills.

References

KOL, S. (2012). Evaluating the opinions of the preschool teachers on computer assisted education. Educational Sciences: Theory & Practice, 12(2), 897-903.

Nemeth, K. N., & Simon, F. S. (2013). Using technology as a teaching tool for dual language learners in preschool through grade 3. Young Children, 68(1), 48-52

Shifflet, R., Toledo, C., & Mattoon, C. (2012). Touch tablet surprises: A preschool teacher's story. Young Children, 67(3), 36-41.