Effects of Interactive Electronic Effects of Interactive Electronic Storybooks on Teacher Instruction Storybooks on Teacher Instruction

and Student Learning in Urban and Student Learning in Urban Preschool ClassroomsPreschool Classrooms

Bryce L. WalkerBryce L. WalkerDoctoral Candidate, Instructional DesignerDoctoral Candidate, Instructional Designer

Department of Special Education & Disability StudiesDepartment of Special Education & Disability Studies

My subjectivities• Former K-8 Art Teacher • Children’s Book Illustrator• Doctoral Candidate• Educational Media Producer for Charter School• Currently an Instructional Designer

Introduction

• In the 1920’s, Jean Piaget claimed that children are born with complex cognitive capabilities as infants.

• In the 1970’s, Lev Vygotsky’s theory of the Zone of Proximal Development emphasizes the role that the social environment on the young child.

• Currently, Howard Gardner asserts that the child’s multiple intelligences are enhanced by multi-sensory technologies. These technologies contribute greatly to children’s literacy development.

Theoretical Grounding

• Young children in our current digital age are immersed into technology (Lee et al., 2009)

• Proponents (Levy, 2009; Johnson, 2010; Couse & Chen, 2010) feel that early exposure leads to positive cognitive development (21st century learning skills, etc…)

• Opponents (Rideout et al., 2003; Blanchard & Moore, 2010) feel that early exposure may lead to negative implications (TV, video games, etc…)

Concurrent Research

• IRAs- Interactive Read Alouds

• IESs- Interactive Electronic Storybooks

• TPBs- Traditional Paper-Based Storybooks

Acronyms in Study

Literature ReviewAltogether, over 60 articles related to early childhood education, receptive vocabulary instruction, and technology use were reviewed. Seventeen of these articles were selected, below are those themes with their authors:

– Storybook Reading (Cassell, 2004; Christ, Wang, & Chiu, 2011; Walsh & Blewitt, 2006)

– Literacy Interventions (Dunn & Dunn, 1981; Ruston & Schwanenflugal, 2010; Sharif, Ozubah, Dinkevich, & Mulvihill, 2003)

– Teacher Technology Use (Laffey, 2004; Penuel, Pesnik, Batesm Townsend, Gallagher, Llorente, & Hupert, 2009)

– Teacher Professional Development (Powell, Diamond, Burchinal, & Koehler, 2010)

– Computer-Assisted Technology (Bauserman, Cassidy, & Smith, 2005; Cassell, 2004; Macaruso & Rodman, 2011; Vernadakis, Averginos, Tsitskari, & Zachopoulou, 2005)

– Interactive Touchscreen Technology (Couse & Chen, 2010; Baird & Henninger, 2011; Smeets & Bus, 2012; Verhallen & Bus, 2010)

• Does the use of IESs for whole group read-alouds positively impact a group of urban preschooler’s change in receptive vocabulary score in a pre-posttest over a group of similar urban preschooler’s change using TPBs for whole group read-alouds?

• How and to what extent will teachers perceive and be satisfied with the use of IESs to help instruct receptive vocabulary through IRAs as compared to TPSs?

Research Questions

Receptive vocabulary is measured through picture word cards. Students are presented with four cards on one page and asked to point to the pictures that represents a certain word.

Measuring Receptive Vocabulary

Methodology• Mixed Methods approach• Quantitative- Repeated Measures (Student

Receptive Vocabulary)• Qualitative- Survey (Teacher Perception)

Sample Selection• Children selected from one DC charter pre-

school at three unique campuses. Selection was based on teacher quality, teacher willingness to participate, and following of protocols

• IRB approval from charter school and university.

Method and Sample Selection

This book was read as part of a unit on space and astronomy. It was read three times over the three week unit. It was also read during library and small groups.

Unit 7- Sam the Astronaut

This book was read as part of a unit on archeology and paleontology. It was read three times over the three week unit. It was also read during library and small groups.

Unit 8- Max Visits the Dinosaurs

This type of book is published as a soft-back paper copy. For whole group Read Alouds, the book is read to all students by the teacher and shown as the teacher flips pages and turns book to show contents.

Traditional Paper-Based Storybooks

This type of book is created in Adobe Publisher Suite. It can be viewed through Adobe Reader on a Mobile Device (iPad). For whole group Read Alouds, the book is projected on a flat screen found in each classroom.

Interactive Electronic Storybooks

Conceptual Framework

Two types of data were collected for this study: Student Receptive Vocabulary (Quant) and Teacher Satisfaction Data (Qual)

– Receptive Vocabulary (Students)- This data is collected before the read alouds take place in the unit (pre-test) and after the read-alouds have completed (post-test)

• This process was followed for 5 classrooms with an average of 20 students per classroom. Each student was assessed twice for Unit 7 Sam The Astronaut and twice for Unit 8 Max Visits the Dinosaurs

– Perception & Satisfaction (Teachers)- This data is collected before the study begins and after it has completed.

• Each teacher is sent an electronic survey form (Google form) to be completed. This survey involves a variety of multiple choice, multiple answer, and open-ended questions.

• Teachers respond according to their feeling about the use of Interactive Electronic Storybooks before the study and after. Data for each survey response is gathered and compared.

Data Collection

Data AnalysisUnit 7 – Sam The Astronaut Change Scores

Unit 7 # of Students Pre-test Post-test Change Score

Group 1 (Control) 24 4.54 6.29 1.75

Group 2 (Treatment) 29 4.31 6.76 2.45

Unit 8 – Max Visits the Dinosaurs Change Scores

Unit 7 # of Students

Pre-test Post-test Change Score

Group 1 (Treatment) 24 5.54 8.21 2.67

Group 2 (Control) 29 6.83 8.69 1.86

Findings (Receptive Vocabulary)

The results indicate that there was a significantly higher effect of IES reads on increased receptive vocabulary at the p<.05 level for the conditions [F(3) = 2.75, p = .055]. Taken together, these results suggest that implementation of IESs have an effect on receptive vocabulary skills in students in preschool (3-4 years old).

Findings (Teacher Satisfaction)

• Pre-Study Pros and Cons– Would be an adjustment, change the way I do read alouds– Would take away some of the personality of teacher-read read alouds– Would be engaging for students– Its important to introduce these technologies at this age.– It will decrease time spent preparing for read alouds.

• Post-Study Pros and Cons– There were unforeseen technology issues– Difficult to incorporate teaching personality and descriptions– There was a learning curve for some students– Students were very engaged– It helped having the vocab cards and questions embedded in the application– Student behavior was improved

• Low sample of children (n=30)• Only selecting urban children• Only two units were used from entire school year• Not all the students in each class were measured

because of absenteeism.• Some teachers did not prepare for lesson, use all the

prompts as directed. Because of this, data from one teacher was omitted.

Limitations

• More analysis to the variance within subjects• Stronger controls for validity by implementing the

study for a full year of technology use• Stronger training for teachers using technology

devices

Future Research

Thank you!

Questions?