Impact of Using Interactive Devices in Spanish Early Childhood Education Public Schools

Autor/inn/en	Martín, Estefanía; Roldán-Alvarez, David; Haya, Pablo A.; Fernández-Gaullés, Cristina; Guzmán, Cristian; Quintanar, Hermelinda
Titel	Impact of Using Interactive Devices in Spanish Early Childhood Education Public Schools
Quelle	In: Journal of Computer Assisted Learning, 35 (2019) 1, S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roldán-Alvarez, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12305
Schlagwörter	Foreign Countries; Teaching Methods; Early Childhood Education; Learning Processes; Computer Assisted Instruction; Handheld Devices; Learning Experience; Learning Activities; Educational Technology; Student Motivation; Comparative Analysis; Technological Literacy; Spain + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Learning process; Lernprozess; Computer based training; Computerunterstützter Unterricht; Lernerfahrung; Lernaktivität; Unterrichtsmedien; Schulische Motivation; Technisches Wissen; Spanien
Abstract	The adoption of Information and Communication Technologies in early childhood education is crucial for adapting traditional classrooms to the digital era. Over time, young children are increasingly using touch screen technologies such as tablets at home and in early childhood settings. However, the literature shows that there is a significant gap in knowledge of using this technology in early childhood education. Most researchers have focused on the pedagogical theory behind using touch screen devices, but there have not been many empirical studies about how these technologies affect students' learning processes. This paper presents three learning experiences where early childhood students perform educational activities using tablet computers, interactive whiteboards, and paper cards. The results show that students who used the technology were more motivated and achieved better results that those who used paper cards. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01