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Using digital devices in a first year classroom: a focus on the design and use of phonics software applications

Nicholas, Maria, Mckenzie, Sophie and Wells, Muriel A 2017, Using digital devices in a first year classroom: a focus on the design and use of phonics software applications, Journal of education and learning, vol. 6, no. 1, pp. 267-282, doi: 10.5539/jel.v6n1p267.

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Title Using digital devices in a first year classroom: a focus on the design and use of phonics software applications
Author(s) Nicholas, MariaORCID iD for Nicholas, Maria orcid.org/0000-0001-5979-4288
Mckenzie, SophieORCID iD for Mckenzie, Sophie orcid.org/0000-0001-5803-640X
Wells, Muriel A
Journal name Journal of education and learning
Volume number 6
Issue number 1
Start page 267
End page 282
Total pages 16
Publisher Canadian Center of Science and Education
Place of publication Toronto, Canada
Publication date 2017
ISSN 1927-5250
Keyword(s) digital
phonics
technology
learning
early years
design
discourse
software
Summary When integrated within a holistic literacy program, phonics applications can be used in classrooms to facilitate students’ self-directed learning of letter-sound knowledge; but are they designed to allow for such a purpose? With most phonics software applications making heavy use of image cues, this project has more specifically investigated whether the design of the images used in such applications may impact on the effectiveness of their self-directed use in classrooms. Using a quasi-experimental study, we compared two types of pictorial mnemonics used in tablet applications, along with teacher-led activity in three first-year classrooms from the one school. The difference between teacher-led activity and integrated picture cues was significant, with teacher-led activity proving more effective. The difference between teacher-led activity and form-taking picture cues, however, was not statistically significant. Given that the outcomes of this small-scale study suggest that image design may be a significant design feature contributing to the educational value of using phonics applications in the classroom, we recommend that the design features of phonics software applications attract further research.
Language eng
DOI 10.5539/jel.v6n1p267
Field of Research 130102 Early Childhood Education (excl Maori)
Socio Economic Objective 930203 Teaching and Instruction Technologies
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, Maria Nicholas, Sophie McKenzie, Muriel Wells
Free to Read? Yes
Use Rights Creative Commons Attribution licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30090209

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.