Technology Use in Early Childhood Education
Technology Use in Early Childhood Education
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幼儿教育中的技术使用
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
R. Kay
中科院分区：
文献类型：
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作者：
Nancy R. Zomer;R. Kay
本文回顾了 2009 年至 2014 年有关学生在幼儿教育中使用技术的文献。以前综合文献的努力有些过时，对年龄范围不具体，而且几乎只关注识字率。来自 11 个国家的 30 篇同行评审文章是通过文献综合检索选出的，分为五个主要类别：读写能力、参与度、社交互动、数学和其他主题。仅基于 12 项研究和 33 项措施，总体效应大小中等偏高（d= 0.71，SD=0.60）。大量定性和定量证据表明，技术对识字能力发展具有重大影响。很少有研究报告技术对参与度、社交互动和数学技能产生积极影响，这些研究大多是定性设计且样本量较小。一些研究提供了定性证据，表明技术对测序、视觉感知、创造性思维和精细运动能力产生积极影响。方法论问题包括样本量和描述有限，没有记录收集工具数据的一致性和准确性、成人干预的程度以及所使用的技术工具的范围有限。
This paper provides a review of the literature from 2009 to 2014 on student use of technology in early childhood education. Previous efforts to synthesize the literature are somewhat dated, non-specific about age range, and focus almost exclusively on literacy. Thirty peer-reviewed articles from 11 countries, selected from a comprehensive search of the literature, were organized under five main categories: literacy, engagement, social interactions, mathematics, and miscellaneous topics. The overall effect size, based on only 12 studies and 33 measures was moderately high (d= 0.71, SD=0.60). Considerable qualitative and quantitative evidence indicated that technology had a significant impact on literacy development. Fewer studies, mostly qualitative in design and small in sample size, reported that technology had a positive impact on engagement, social interactions, and mathematics skills. A handful of studies provided qualitative evidence that technology had a positive impact on sequencing, visual perception, creative thinking, and fine motor capability. Methodological concerns included limited sample sizes and descriptions, not documenting the consistency and accuracy data of collection tools, the extent of adult intervention, and the limited range of technology tools used.