Wilmington University CH1 Computer Use to Kindergarteners Literature Review

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Wilmington University

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Chapter 1 of the dissertation needs to be complete. I have attached the supporting documents needed. Also use Chapter 2 to complete Chapter 1 and list at least 20 references. I attached my presentation to show the driver diagram and my primary and secondary drivers.

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Chapter 1 – Capstone Paper 1 – EDL 7108 *Introduces the PoP, frames the PoP in the context of the setting of the study, and provides a theoretical base with relevant literature and previous studies. Introduction Problem of Practice (POP SMART (Specific, Measurable, Attainable, Relevant, Timely) • Its importance • Those affected by it and who will benefit from its resolution • Is the POP’s source inside or outside the school? • What is the current practice that relates to the problem Framing the PoP Context of Pop • Describe the organizational context of the POP, whether the organization is a classroom, a school, district, or other educational agency • Identify the context as one in which you have influence • What are the values influencing the problem? • How did it become a problem? Theoretical Base • What does the literature say about the problem? • Does the literature suggest practices that will help? Conclusion • Indicate your willingness to share the findings beyond the POP’s context • Show your willingness to be a participant observer • Agreement on the part of the leadership and WU faculty that this is a POP worthy of study and resolution • A list of the questions, information, activities, and analyses that will guide the DIP 1 Action Research II: Structured External Assignment Leah Banks Wilmington University 2 Action Research II: Structured External Assignment Problem of Practice Children today have been born into the computer era, and this has earned the name ‘digital natives’ which fits well to refer the savviness of children with technology today (Silva, 2016). According to Silva (2016), up to seventy percent of children today have access to the internet through personal devices such as tablets. Technology is an integral part of life today, even for children as young as those enrolled in kindergarten. Technology has continued to be integrated into the classroom today in order to promote learning for children. Technological items such as cameras for documents, printers and e-learning components have been made a common facet in the education system. Papadakis, Kalogiannakis & Zaranis (2016) define the use of technology as the most critical way of enhancing student engagement for children in learning, as it is capable of including fun ideas and captivating images that make learning memorable for children that young. Engagement provides a better chance for a teacher to excite their students and drive their creativity. Through technology that allows a student to follow-up on a project, the academic process has more meaning to both the teacher and a student (Papadakis, Kalogiannakis & Zaranis (2016; Silva, 2016). iReady is one technological advancement tool that has made learning reasonable. It allows for teachers to make individualized instruction for their students, hence allowing the kindergarteners to each have targeted instruction (Silva, 2016; Blackwell, Lauricella & Wartella, 2016). However, despite the robust academic outcomes associated with iReady, there is a need to align the teaching with the ability of the learners to access and understand the instruction given. The iReady system provides teaching and mathematic instruction and guidance for the learners, 3 which makes it critical that both the teacher and the student know how to decode the information and use it. According to Pila et al. (2019), educating children about the use of computers will be the most plausible solution for the current practice problem; teaching kindergarteners on the use of computers. Teaching the children the use of computers not only helps them understand the functioning of iReady, but it enables them to maximize on the importance of computers in their learning. The initial step will be to provide the kindergarteners with the basics of computer knowledge. Computer etiquette is another approach to teaching kindergarteners about computers, and thus, they will need to be beyond three years for them to start learning. It is easier for the children that will be over three years to grasp better the concepts of iReady, as they are ready to learn and are at a stage of experimentation that allows them to retain more content that they are exposed to. The learning environment is critical in the success of children using the targeted learning systems through computers. According to Cristia et al., (2017), every child in kindergarten has a different ability of learning, and they tend to respond to teaching material differently. Since instruction in the iReady system is targeted, it is easier for the teacher to help a learner understand what the role of the computer is in their learning process. The method of teaching the learners of computers will be done individually, so that the capabilities of each child are independently identified and catered for. Blackwell, Lauricella & Wartella (2016) argue that the position of the computers in a room, how a child positions themselves on the computer and the child’s methods of computer use are critical indicators for successful computer training of the kindergarteners. These indicators will be applied in the process of improving the students’ mastery of iReady, to motivate their successful completion of 4 assignments through the system. The primary aim of this project is to ensure that the kindergarten students at Seaford Elementary School are able to favorably complete the assessments given to them through iReady. The primary problem associated with gaps in their current preparation is their knowledge of the use of computers, which is the primary practice problem we intend to solve in the initial step of the project. The Theory of Improvement A theory of improvement is crucial in the development of a project for better services or positions (Dixon-Woods & Martin, 2016). The initial step in the improvement process is to determine what the final goal is. The ultimate goal is to ensure that all children are conversant with computers and iReady assessments by March, 2021. The ultimate goal provides the improvement theory with the backbone, since it informs the drivers that will mark steps in the improvement process. The development of the ultimate long-term goal is the measurable target. Aspects of the school and the students’ learning process have to be improved for us to attain the ultimate goal. Teaching the kindergarteners is the initial improvement strategy. The researcher theorizes that this is the baseline of the improvement, since it has to happen before the students can successfully complete the iReady assessments. Pila et al. (2019) present that when theorizing an improvement process, the most likely outcome is that one thing has to happen before the subsequent strategy in the process can take place. The strategy to improve their knowledge of computers as the primary solution to the practice problem is because once the children understand the computers, their navigation skills are improved. Children with improved navigation skills are definitely better placed for the use of computer technologies. 5 To determine whether the strategies for improvement are working, the specific indicators (drivers) will be measured occasionally. It will be imperative to continuously check the kindergarteners’ mastery of the computer applications they are exposed to one at a time. The reason for this is to monitor whether or not there is progression towards the ultimate goal through the gradual improvement of the drivers. The classes being improved include sets of ten kindergarteners at a time. Currently, the attendance into the iReady system by the children is compromised, since there is a percentage of the students who believe that they are not cared for by the school. Students have also been failing tests administered by the teacher in the system, hence indicating a gap in the student’s mastery of the iReady assessment program, or their knowledge of computer use. These are the secondary drivers. The behavior of the students, among other primary drivers, is affected by these secondary drivers. Monthly, changes in these drivers, through the behavior, grade levels, attendance and the efficacy of the program will be monitored to determine the process of improvement. The ideas for change are informed by the ultimate goal, which is to change how the students relate to the iReady assessments given to them by the teachers. The behavior of the students when exposed to teacher-made tests will be monitored from time to time, as they continue to be taught how to use different computer applications. Some of the change ideas, which will be applied as the strategies will include home visits into the children’s home. The students will be exposed to peer mediation sessions, in order to determine the progressive changes of each student in comparison to those of their peers. The primary objective of the peer mediation strategy will be to improve confidence in the kindergarteners through interacting with 6 one another and determining the changes in their progressive towards the mystery of the iReady mastery assessment. Through peer mediation, the use of peers to tutor their classmates allows for the children to further learn from one another. Peer tutoring allows for not only the building of confidence, but also increases the chances of engagement and creativity among the children. Children with similar leaning capability can be placed in the same peer learning group, where they interact with one another and exchange knowledge (Sikandar, 2015). According to the theoretical presentations of John Dewey, the process of educating children should be active. The argument of the philosopher is that attending school causes unnecessary pressure to young children. Based on the presentations of John Dewey the aim of the peer tutoring and mediating is to ensure that the students learn from one another. Not only will this promote teamwork, but it will also inspire creativity and the ability to do things (Sikandar, 2015). Through peer tutoring the teacher will be able to identify the mastery abilities of each child, and how they are progressing towards the overall improvement of their EWI. Theory of Action- The Driver Diagram In the diagram below, the step by step process towards attaining the aim is presented. The summary of the theory of improvement is objectively detailed in this program. 7 8 Improvement Implementation Plan Assessment and Outcomes The investigation of the students’ response to the education on the computers will be the most critical assessment approach. These assessments are critical to the determination of what the most plausible approach is to educating the children about computer use for iReady preparedness. The kindergarteners is at every stage of the improvement process. Over the next seven months, seven different monthly assessment of each of the primary drivers will be done. The initial test at the beginning of the project will be the baseline data. In the end, the outcome of the attendance, performance, behavior, agency and efficacy will be measured, and the levels will be compared with the baseline results. The anticipated outcome is that the combined improvement of the children will yield a 30% decrease in the total number of students with EWI. Activities and the Timeline The project is expected to last seven months, starting September, 2020 and being completed in March, 2021. Within each month, all the primary drivers will be measured, as they are the measurable targets. However, all the change ideas will inform the activities, which will be distributed through the seven months, so that each activity is allocated its time. The introduction to computers and the education of the children on the use of computers will be conducted throughout the seven months. The first activity will be to conduct the evaluation of the children’s routines through the phone. The noticing routine by phone will be placed within the first month, together with the initial introduction to computer basics for the children. Overall, the first month will involve 9 activities that create a base for the children to learn, through creation of a routine, which will be monitored by the teachers through phone monitoring. Within the second month, the home visits will be instigated. The primary goal is to ensure that the children are keeping up with the routines set up in the first month. Peer tutoring will start in the third month, and continue through into the fourth month, coupled with the peer mediation approach. Within the fifth month, the teacher will attempt to retest, to assess the progression of the students in their mastery of computer use and the iReady assessment. The sixth month will include some home visits, and the students will be introduced to meditation. The primary goal of meditation is to allow the student adjust to the needs of the iReady program, which has been proven to be heavy and highly demanding for children such as kindergarteners. References Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2016). The influence of TPACK contextual factors on early childhood educators’ tablet computer use. Computers & Education, 98, 57-69. https://doi.org/10.1016/j.compedu.2016.02.010 Brilz, S., Fridley, W., Just, K., & Stein, K. (2014). The effect of iReady Mathematics intervention on student achievement for students in kindergarten & first Grade. https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1080&context=maed Cristia, J., Ibarrarán, P., Cueto, S., Santiago, A., & Severín, E. (2017). Technology and child development: Evidence from the one laptop per child program. American Economic Journal: Applied Economics, 9(3), 295-320. https://doi.org/10.1257/app.20150385 Dixon-Woods, M., & Martin, G. P. (2016). Does quality improvement improve quality?. Future Hospital Journal, 3(3), 191. https://doi.org/10.7861/futurehosp.3-3-191 10 Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2016). Comparing tablets and PCs in teaching mathematics: An attempt to improve mathematics competence in early childhood education. Preschool and Primary Education, 4(2), 241-253. https://www.learntechlib.org/p/187376/. Pila, S., Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2019). Technology in the lives of educators and early childhood programs: 2018 survey. Human Development. https://cmhd.northwestern.edu/wp-content/uploads/2019/08/NAEYC-Report-2019.pdf Silva, T. B. (2016). The effects of the i-Ready computer assisted instruction program on the reading and fluency achievement of first graders (Doctoral dissertation). Sikandar, A. (2016). John Dewey and his philosophy of education. Journal of Education and Educational Development, 2(2), 191-201. http://dx.doi.org/10.22555/joeed.v2i2.446
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