Senior kindergarten teachers integrated on- and off-computer activities to a significantly higher extent than junior kindergarten teachers¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Teachers of senior classes (2a and 2b) integrated on- and off-computer activities significantly more than teachers of junior classes (1a and 1b), t(30) = 2.28, p = .03, d = .83. → Amina Cviko 2012

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 · i3 · causal · r1

Observational study of 32 observations of eight integrated activities taught by four teachers, rated on the 12-item Integration Checklist (Cohen's kappa = .67). The article reports d = .83 for the senior-versus-junior contrast.

"Teachers of the senior kindergarten classes (2a and 2b) M = 6.19, SD = 2.74 integrated the on- and off- computer activities to a significantly higher extent compared to teachers of the junior kindergarten classes (1a and1b) M = 4.28, SD = 1.91, t(30) = 2.28, p = .03, d = .83."

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