Digital Tools in Early Childhood Education: Assessing the Effectiveness of Technology-Enhanced Instruction for Struggling Learners

References

[1] Avci, Z. Y., O’Dwyer, L. M., & Lawson, J. (2019). Designing effective professional development for technology integration in schools. Journal of Computer Assisted Learning, 36(2), 160–177. https://doi.org/10.1111/jcal.12394

[2] Blewitt, C., Fuller-Tyszkiewicz, M., Nolan, A., Bergmeier, H., Vicary, D., Huang, T., McCabe, P., McKay, T., &Skouteris, H. (2018). Social and emotional learning is associated with universal curriculum-based early childhood education and care center interventions. JAMA Network Open, 1(8), e185727. https://doi.org/10.1001/jamanetworkopen.2018.5727

[3] CAST. (2018). Universal design for learning guidelines version 3.0 [Graphic organizer]. Lynnfield, MA: Author.

[4] Crane-Deklerk, K. (2020). Multimodality in early childhood education. International Journal of Literacy Culture and Language Education, 1, 73–87. https://doi.org/10.14434/ijlcle.v1i0.29481

[5] Eliasson, S., Peterson, L., & Lantz-Andersson, A. (2022). A systematic literature review of empirical research on technology education in early childhood education. International Journal of Technology and Design Education, 33(3), 793–818. https://doi.org/10.1007/s10798-022-09764-z

[6] Emem, N. O. (2023). Education, equity, and technology divide in the United States. International Journal of Science and Research Archive, 10(1), 775–782. https://doi.org/10.30574/ijsra.2023.10.1.0811

[7] Furlong, L., Serry, T., Erickson, S., & Morris, M. E. (2021). Tablet-based apps for phonics and phonological awareness: Protocol for evidence-based appraisal of content, quality, and usability. JMIR Research Protocols, 10(2), e23921. https://doi.org/10.2196/23921

[8] Hewi, L., Putra, A. T. A., Ilham, M., &Erdiyanti, E. (2022). The instructional shift of early childhood education during the COVID-19 pandemic. KnE Social Sciences, 328–334. https://doi.org/10.18502/kss.v7i8.10752

[9] Kumi‐Yeboah, A., & Amponsah, S. (2023). An exploratory study of instructors’ perceptions of culturally responsive pedagogy inclusion in online education. British Journal of Educational Technology, 54(4), 878–897. https://doi.org/10.1111/bjet.13299

[10] Li, T., McClelland, M. M., Tominey, S. L., & Tracy, A. (2021). Cost-effectiveness analyses on various models of the Red Light, Purple Light self-regulation intervention for young children. Frontiers in Psychology, 12, 711578. https://doi.org/10.3389/fpsyg.2021.711578

[11] Li, Y., Li, Q., Zheng, J., Zeng, X., Shen, T., Chen, Q., & Yang, W. (2023). Prevalence and trends in diagnosed learning disability among US children and adolescents from 1997 to 2021. JAMA Pediatrics, 177(9), 969. https://doi.org/10.1001/jamapediatrics.2023.2117

[12] McCoy, A., McNaughton, D., Light, J., & Boyle, S. (2017). Using digital texts in interactive reading activities for children with language delays and disorders: A review of the research literature and pilot study. Seminars in Speech and Language, 38(4), 263–275. https://doi.org/10.1055/s-0037-1604274

[13] National Center for Education Statistics. (2023). Characteristics of public and private elementary and secondary schools in the United States: Results from the 2021-22 National Teacher and Principal Survey. U.S. Department of Education.

[14] Paul, C. D., Hansen, S. G., Marelle, C., & Wright, M. (2023). Incorporating technology into instruction in early childhood classrooms: A systematic review. Advances in Neurodevelopmental Disorders, 7(3), 380–391. https://doi.org/10.1007/s41252-023-00316-7

[15] Pehlivan, F., &Arabacioglu, T. (2023). The effect of gamification on math achievement, motivation, and learning strategies in flipped classrooms. International Journal of Education and Literacy Studies, 11(4), 309–317. https://doi.org/10.7575/aiac.ijels.v.11n.4p.309

[16] Rad, D., Egerau, A., Roman, A., Dughi, T., Balas, E., Maier, R., Ignat, S., & Rad, G. (2022). A preliminary investigation of the Technology Acceptance Model (TAM) in early childhood education and care. BRAIN Broad Research in Artificial Intelligence and Neuroscience, 13(1), 518–533. https://doi.org/10.18662/brain/13.1/297

[17] Rahiem, M. D. H. (2021). Storytelling in early childhood education: Time to go digital. International Journal of Child Care and Education Policy, 15(1). https://doi.org/10.1186/s40723-021-00081-x

[18] Screen time and young children: Promoting health and development in a digital world. (2018). Paediatrics& Child Health, 23(1), 83. https://doi.org/10.1093/pch/pxx197

[19] Sella, F., Tressoldi, P., Lucangeli, D., & Zorzi, M. (2017). Training numerical skills with the adaptive videogame “The Number Race”: A randomized controlled trial on preschoolers. Trends in Neuroscience and Education, 7, 11. https://doi.org/10.1016/j.tine.2017.07.001

[20] Su, J., Zhong, Y., & Chen, X. (2023). Technology education in early childhood education: A systematic review. Interactive Learning Environments, 1–14. https://doi.org/10.1080/10494820.2022.2160470

[21] United States Department of Education. (2023). Early learning and educational technology policy brief. Office of Educational Technology.

[22] Ventouris, A., Panourgia, C., & Hodge, S. (2021). Teachers’ perceptions of the impact of technology on children and young people’s emotions and behaviours. International Journal of Educational Research Open, 2, 100081. https://doi.org/10.1016/j.ijedro.2021.100081

[23] Wilcox, G., Conde, C. F., &Kowbel, A. (2021). Using evidence-based practice and data-based decision making in inclusive education. Education Sciences, 11(3), 129. https://doi.org/10.3390/educsci11030129

@article{1709646,
      author = {Isiaka Olayinka Busari (Ph.D.), Efeturi Happiness, Ojo Babatunde Ayo Yusuf},
      title = {Digital Tools in Early Childhood Education: Assessing the Effectiveness of Technology-Enhanced Instruction for Struggling Learners},
      journal = {Iconic Research And Engineering Journals},
      year = {2023},
      volume = {7},
      number = {5},
      pages = {428-439},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1709646.pdf},
      abstract = {The integration of digital technologies in early childhood education has emerged as a critical area of research, particularly concerning its effectiveness for struggling learners aged 3-8 years. This comprehensive review examines the current landscape of technology-enhanced instruction in the United States, analyzing empirical evidence from 2018-2023 regarding the impact of digital tools on academic outcomes, engagement, and developmental progress among at-risk learners. Through systematic analysis of 127 peer-reviewed studies and longitudinal data from 15 states, this research reveals significant positive correlations between structured digital interventions and improved learning outcomes in literacy, numeracy, and social-emotional development. The findings indicate that when implemented adequately with appropriate pedagogical frameworks, digital tools can provide personalized learning experiences that address individual learning differences while maintaining developmentally appropriate practices. However, the research also highlights critical considerations regarding screen time limits, teacher training requirements, and equity concerns that must be addressed for effective implementation.},
      keywords = {Early Childhood Education, Digital Tools, Struggling Learners, Technology-Enhanced Instruction, Educational Technology, Developmental Appropriateness},
      month = {November},
  }