Does the Impact of Technology on Literacy Persist?
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Authors
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Nov 04, 2019 in New Orleans, Louisiana, United States ISBN 978-1-939797-45-2
Abstract
Although technology is increasingly incorporated into early childhood classrooms, it has not always provided students with lasting improvements in their early literacy skills. In this longitudinal study, second grade students were assessed at the end of the 2018-2019 school year on the Developmental Reading Assessment (DRA) to investigate the longitudinal impact of technology on literacy skills. Students who used a computer-adaptive reading program, Waterford Early Learning (WEL), only during kindergarten outperformed their control counterparts who did not use WEL; students who used WEL in both kindergarten and first grade but did not use WEL in second grade outperformed their control counterparts who did not use WEL, demonstrating the long-term impact of computer-assisted instruction (CAI). Students who used WEL in kindergarten and first grade outperformed students who only used WEL in first grade, demonstrating that the early implementation of educational technology can potentially positively impact students’ literacy skills.
Citation
Shamir, H., Feehan, K., Yoder, E. & Pocklington, D. (2019). Does the Impact of Technology on Literacy Persist?. In S. Carliner (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 406-411). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 11, 2024 from https://www.learntechlib.org/p/211107.
© 2019 AACE