Oral Presentations - Guzman 307
Increasing Phonemic Awareness in Kindergarten Students Through the Use of iPads
Location
Guzman 307
Start Date
4-23-2015 6:40 PM
End Date
4-23-2015 6:55 PM
Student Type
Graduate
Faculty Mentor(s)
Madalienne F. Peters, Ed.D.
Presentation Format
Oral Presentation
Abstract/Description
Language arts teachers find that students at any elementary grade show a wide range of abilities, specifically in the area of phonemic awareness. The problem is that student abilities are not evaluated accurately using paper pencil tests.
A review of the literature address a range of issues on teaching approaches and effective use of technology in an elementary classroom. Implications of the research suggest that student engagement with technology have an impact on their learning (Kearsley & Shneiderman 1999). Technology is being used in classrooms, but there has been indications that applications do not monitor student progress, often becoming games not educational opportunities. Research findings emphasize that in order for students to become motivated in their learning, they must be engaged.
This is a teacher action research study where, I as the teacher/ researcher will create a setting in which students in a kindergarten class participate in small group instruction using selected iPad Apps that promote phonemic awareness development. These applications are purposely selected. Student phonemic awareness skills were assessed in January 2015 prior to implimenting use of district developed benchmarks. After instruction, three days a week for ten minutes each day, with different phonemic awareness applications, the students will be reassessed to check for growth in phonemic awareness abilities using the same benchmarks.
The purpose of the study is to examine the impact of select iPad apps that address phonemic awareness in Kindergarten with five and six year olds. This study will measure the growth of student abilities in reference to their phonemic awareness with the use of iPad technology.
Kearsley, G. & Shneiderman, B. (1999) Engagement Theory: A Framework for Technology-based Teaching and Learning. N.p.: n.p., n.d. Print.
Hodges, C., & Prater, A. (2014). Technologies on the Horizon: Teachers Respond to the Horizon Report. Techtrends: Linking Research & Practice To Improve Learning, 58(3), 71-77.
Davies, R. (2011). Understanding Technology Literacy: A Framework for Evaluating Educational Technology Integration. Techtrends: Linking Research & Practice To Improve Learning, 55(5), 45-52.
Increasing Phonemic Awareness in Kindergarten Students Through the Use of iPads
Guzman 307
Language arts teachers find that students at any elementary grade show a wide range of abilities, specifically in the area of phonemic awareness. The problem is that student abilities are not evaluated accurately using paper pencil tests.
A review of the literature address a range of issues on teaching approaches and effective use of technology in an elementary classroom. Implications of the research suggest that student engagement with technology have an impact on their learning (Kearsley & Shneiderman 1999). Technology is being used in classrooms, but there has been indications that applications do not monitor student progress, often becoming games not educational opportunities. Research findings emphasize that in order for students to become motivated in their learning, they must be engaged.
This is a teacher action research study where, I as the teacher/ researcher will create a setting in which students in a kindergarten class participate in small group instruction using selected iPad Apps that promote phonemic awareness development. These applications are purposely selected. Student phonemic awareness skills were assessed in January 2015 prior to implimenting use of district developed benchmarks. After instruction, three days a week for ten minutes each day, with different phonemic awareness applications, the students will be reassessed to check for growth in phonemic awareness abilities using the same benchmarks.
The purpose of the study is to examine the impact of select iPad apps that address phonemic awareness in Kindergarten with five and six year olds. This study will measure the growth of student abilities in reference to their phonemic awareness with the use of iPad technology.
Kearsley, G. & Shneiderman, B. (1999) Engagement Theory: A Framework for Technology-based Teaching and Learning. N.p.: n.p., n.d. Print.
Hodges, C., & Prater, A. (2014). Technologies on the Horizon: Teachers Respond to the Horizon Report. Techtrends: Linking Research & Practice To Improve Learning, 58(3), 71-77.
Davies, R. (2011). Understanding Technology Literacy: A Framework for Evaluating Educational Technology Integration. Techtrends: Linking Research & Practice To Improve Learning, 55(5), 45-52.