Open Access Peer-reviewed Research Article

Reinforcing preschoolers’ phonemic awareness through the use of tablets

Article Sidebar

Absolute values in the group, gender, and age
Download PDF
Submitted   Apr 26, 2021
Published   Jun 7, 2021
Issue    Vol 1 No 1 (2021)
DOI   10.25082/AMLER.2021.01.004

Views

3418

Downloads

1318

Citations

PlumX Metrics

Main Article Content

Evaggelia Skaraki corresponding author
Faculty of Education & Department of Preschool Education, The University of Crete, Greece

Abstract

This study aimed to implement an intervention program to examine whether tablets enhance kindergarten children’s phonemic awareness. Seventy-four (74) kindergarten children (40 boys and 34 girls) aged 4 to 6 years from 4 public kindergarten classrooms participated in the study, from which 38 children formed the experimental group while 36 children formed the control one. During the intervention program, children in the experimental group were trained through tablets in initial phoneme identification, initial phoneme deletion, and phoneme segmentation, while the control group trained in the same tasks without tablets. Results showed statistically significant differences in favor of the experimental group. In conclusion, the present research found that digital media help educational practice, but it is also how teachers use digital tools to facilitate learning.

Keywords
digital literacy, phonemic awareness, tablets, preschool

Article Details

How to Cite
Skaraki, E. (2021). Reinforcing preschoolers’ phonemic awareness through the use of tablets. Advances in Mobile Learning Educational Research, 1(1), 28-36. https://doi.org/10.25082/AMLER.2021.01.004
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

References

  1. Carson, K. L. (2020). Can an app a day keep illiteracy away? Piloting the efficacy of Reading Doctor apps for preschoolers with a developmental language disorder. International journal of speech-language pathology, 22(4), 454-465. https://doi.org/10.1080/17549507.2019.1667438
  2. Chiong, C., & Shuler, C. (2010). Learning: Is there an app for that. In C. Chiong (Eds.) Investigations of young children’s usage and learning with mobile devices and apps (pp. 13-20). New York: The Joan Ganz Cooney Center at Sesame Workshop.
  3. Cohen, A. (2011). Higher education students’ perspectives of the relevance of the online social networking site Facebook to education. Unpublished doctoral dissertation, Walden University College of Social and Behavioral Sciences.
  4. Dorouka, P., Papadakis, S., & Kalogiannakis, M. (2020). Tablets and apps for promoting robotics, mathematics, STEM education, and literacy in early childhood education. International Journal of Mobile Learning and Organisation, 14(2), 255-274. https://doi.org/10.1504/IJMLO.2020.106179
  5. Drolia, M., Sifaki, E., Papadakis, S., & Kalogiannakis, M. (2020). An Overview of Mobile Learning for Refugee Students: Juxtaposing Refugee Needs with Mobile Applications’ Characteristics. Challenges, 11(2), 31. https://doi.org/10.3390/challe11020031
  6. Dub´e, A. K., Kacmaz, G., Wen, R., Xu, C., & Alam, S. S. (2019). Mathematics apps in the App Store: Low transparency impedes educator’s ability to find quality apps. Proceeding of the American Educational Research Association.
  7. Fessakis, G., Lappas, D. & Mavroudi, E. (2015). Could computer games-based problem solving positively affect the development of creativity in young children? A mixed method case study. In K.L. Heider & M. Renck Jalongo (Eds.): Young Children and Families in the Information Age, Educating the Young Child, 207-225. https://doi.org/10.1007/978-94-017-9184-7_12
  8. Gilster, P. (1997). Digital literacy. New York: Wiley Computer Pub.
  9. Gombert, J. E., & Gombert, J. ´ E. (1992). Metalinguistic development. University of Chicago Press.
  10. Griffith, S. F., Hagan, M. B., Heymann, P., Heflin, B. H., & Bagner, D. M. (2020). Apps as learning tools: a systematic review. Pediatrics, 145(1). https://doi.org/10.1542/peds.2019-1579
  11. Guernsey, L., & Levine, M. H. (2016). Nurturing Young Readers: How Digital Media Can Promote Literacy Instead of Undermining It. American Educator, 40(3), 23.
  12. Kalogiannakis, M., Papadakis, S., & Zourmpakis, A-I. (2021). Gamification in Science Education. A Systematic Review of the Literature. Education Sciences, 11(1): 22. https://doi.org/10.3390/educsci11010022
  13. Kalogiannakis, M., Ampartzaki, M., Papadakis, S., & Skaraki, E. (2018). Teaching natural science concepts to young children with mobile devices and hands-on activities. A case study. International Journal of Teaching and Case Studies, 9(2), 171-183. https://doi.org/10.1504/IJTCS.2018.090965
  14. Kalogiannakis, M., Nirgianaki, G.-M., & Papadakis, St. (2018). Teaching magnetism to preschool children: the effectiveness of picture story reading. Early Childhood Education Journal, 46(5), 535- 546. https://doi.org/10.1007/s10643-017-0884-4
  15. Kalogiannakis, M., Tzagkaraki, E., & Papadakis, St. (2021). A Systematic Review of the Use of BBC Micro:bit in Primary School. In Proceedings of the 10th Virtual Edition of the International Conference New Perspectives in Science Education, 379-384, Italy-Florence: Filodiritto - Pixel, 18-19 March 2021, http://doi.org/10.26352/F318_2384-9509
  16. Kontovourki, S., & Tafa, E. (2019). Pedagogical approaches to digital literacy in early years education. In the Routledge Handbook of Digital Literacies in Early Childhood (pp. 187-199). Routledge. https://doi.org/10.4324/9780203730638-14
  17. Kontovourki, S., & E. Tafa. (2019). Early Years and Primary Teachers’ Digital Literacies in Personal Lives and Professional Practice: A Cross Country Report. DigiLitEY: WG2 Digital Literacy in Early Years Settings, Schools, and Informal Learning Spaces.
  18. Kucirkova, N., & Sakr, M. (2015). Child-father creative text-making at home with crayons, iPad collage & PC. Thinking Skills and Creativity, 17, 59-73. https://doi.org/10.1016/j.tsc.2015.05.003
  19. Lee, J. K. (2016). Invited commentary-reflections on ICT-enabled bright society research. Information Systems Research, 27(1), 1-5. https://doi.org/10.1287/isre.2016.0627
  20. Manolitsis, G. (2016). Emergent literacy in early childhood education: New issues and educational implications. Preschool and Primary Education, 4(1), 3-34. https://doi.org/10.12681/ppej.9970
  21. Martin, A. D., Stirling, W. J., Thorne, R. S., & Watt, G. (2009). Parton distributions for the LHC. The European Physical Journal C, 63(2), 189-285. https://doi.org/10.1140/epjc/s10052-009-1072-5
  22. Neumann, M. M. (2018). Using tablets and apps to enhance emergent literacy skills in young children. Early Childhood Research Quarterly, 42, 239-246. https://doi.org/10.1016/j.ecresq.2017.10.006
  23. Oakley, G., Wildy, H., & Berman, Y. E. (2020). Multimodal digital text creation using tablets and open-ended creative apps improves the literacy learning of children in early childhood classrooms. Journal of Early Childhood Literacy, 20(4), 655-679. https://doi.org/10.1177/1468798418779171
  24. Papadakis, S. (2016). Creativity and innovation in European education. Ten years eTwinning. Past, present, and the future. International Journal of Technology Enhanced Learning, 8(3-4), 279-296. https://doi.org/10.1504/IJTEL.2016.082315
  25. Papadakis, S., & Kalogiannakis, M. (2017). Evaluation of Greek Android mobile applications for preschoolers. Preschool and Primary Education, 5(2), 65-100. https://doi.org/10.12681/ppej.11208
  26. Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Designing and creating an educational app rubric for preschool teachers. Education and Information Technologies, 22(6), 3147-3165. https://doi.org/10.1007/s10639-017-9579-0
  27. Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2021). Teaching mathematics with mobile devices and the Realistic Mathematical Education (RME) approach in kindergarten. Advances in Mobile Learning Educational Research, 1(1), 5-18.
  28. Papadakis, St., & Kalogiannakis, M. (2019). Evaluating a Course for Teaching Advanced Programming Concepts with Scratch to Preservice Kindergarten Teachers: A Case Study in Greece. In D. Farland- Smith (Eds.) Early Childhood Education (pp. 1-19)/ UK-London: IntechOpen Limited. https://doi.org/10.5772/intechopen.81714
  29. Petousi, V., & Sifaki, E. (2020). Contextualizing harm in the framework of research misconduct. Findings from discourse analysis of scientific publications, International Journal of Sustainable Development, 23(3/4), 149-174. https://doi.org/10.1504/IJSD.2020.10037655
  30. Street, B. V., & Martin-Jones, M. (2000). Literacy events and literacy practices. Theory and practice in the New Literacy Studies. https://doi.org/10.1075/swll.10.08str