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. Attached Files Name Description MIMEType Size Downloads nicholas-usingdigitaldevices-2017.pdf Published version application/pdf 1019.24KB 55 Title Using digital devices in a first year classroom: a focus on the design and use of phonics software applications Author(s) Nicholas, Maria orcid.org/0000-0001-5979-4288 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 Persistent URL http://hdl.handle.net/10536/DRO/DU:30090209 Document type: Journal Article Collections: School of Education School of Information Technology Open Access Collection Related Links Link Description Connect to published version Go to link with your DU access privileges   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. 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. Versions Version Filter Type Tue, 13 Dec 2016, 13:47:15 EST Tue, 13 Dec 2016, 13:47:51 EST Wed, 14 Dec 2016, 04:00:12 EST Wed, 14 Dec 2016, 07:51:58 EST Thu, 15 Dec 2016, 05:06:21 EST Thu, 15 Dec 2016, 08:42:11 EST Thu, 15 Dec 2016, 08:45:11 EST Thu, 15 Dec 2016, 08:47:14 EST Tue, 07 Mar 2017, 10:10:38 EST Wed, 08 Mar 2017, 07:07:05 EST Fri, 02 Jun 2017, 14:06:50 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 156 Abstract Views, 55 File Downloads  -  Detailed Statistics Created: Tue, 13 Dec 2016, 13:47:51 EST

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.