Time working within PictoPal explained significant variance in teacher integration and pupil engagement across the eight-week implementation¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teacher integration of on- and off-computer activities increased over time, suggesting integration improves during the first few weeks of implementation; regression showed significant variance explained for three of the four teachers. → Amina Cviko 2012 q2 i? Pupil engagement during on-computer activities increased over time; successive on-computer activities explained significant variance in engagement scores in all four classes. → Amina Cviko 2012 (2)

Evidence¶

Amina Cviko 2012¶

Amina Cviko, Susan McKenney, Joke Voogt. (2012). Teachers enacting a technology-rich curriculum for emergent literacy. Education Tech Research Dev. https://doi.org/10.1007/s11423-011-9208-3

q2 · i? · causal · r1

Regression analysis of integration scores over the eight activities found a significant proportion of variance explained by time worked within PictoPal for three teachers; for the fourth teacher no significant correlation was found between time and extent of integration.

"The finding that integration of on- and off-computer activities increases over time suggests that teacher integration of the activities improves during the first few weeks of"

Amina Cviko 2012 (2)¶

Amina Cviko, Susan McKenney, Joke Voogt. (2012). Teachers enacting a technology-rich curriculum for emergent literacy. Education Tech Research Dev. https://doi.org/10.1007/s11423-011-9208-3

q2 · i? · causal · r1

Regression of pupil engagement on successive on-computer activities in the four classrooms. The article reports that engagement "increases over time", indicating junior kindergarteners' skills to work within and enjoy PictoPal grow during implementation.

"The successive on-computer activities explained a significant proportion of variance in pupils engagement scores for classes 1a, 1b, 2a and 2b, respectively R2 = .72, F (1, 6) = 15.17, p< .05; R2 = .49, F (1, 6) = 5.85, p< .05; R2 = .83, F (1, 6) = 29.96, p< .05 and R2 = .91, F (1, 6) = 64.00, p< .05."

Discussion¶

Related Claims¶

• High pupil learning gains were not related to a high extent of teacher technology integration; junior classes gained more than senior class 2b — related
• Senior kindergarteners engaged to a higher extent in on-computer activities than junior kindergarteners — related
• Senior kindergarten teachers integrated on- and off-computer activities to a significantly higher extent than junior kindergarten teachers — related