Using a Mobile Device for Early Childhood Classroom Behavior Data Collection.
Saved in:
| Title: | Using a Mobile Device for Early Childhood Classroom Behavior Data Collection. |
|---|---|
| Authors: | Lohmann, Marla J.1 (AUTHOR) MLohmann@ccu.edu, Riggleman, Samantha2 (AUTHOR), Higgins, Johanna P.3 (AUTHOR) |
| Source: | Early Childhood Education Journal. Feb2024, Vol. 52 Issue 2, p427-434. 8p. |
| Subject Terms: | *Early childhood educators, *Preschool children, *Teachers, *Classrooms, *Early childhood education, Acquisition of data |
| Company/Entity: | Google Inc. |
| Abstract: | Over one-third of preschoolers with disabilities are fully included in the classroom with their typically developing peers and another large percentage receive some instruction in the inclusive classroom. In order to support young children and increase the likelihood of the desired learning and behavior outcomes, teachers must use individual data for each child to guide decisions regarding instructional and behavioural interventions. Many early childhood special educators are busy and struggle to find an efficient way to collect data on a regular basis. One solution is the use of smartphone or tablet tools. This article provides early childhood special educators with recommendations for individual child data collection through the use of easy-to-use tools that can be customized to meet teacher and classroom needs. Specifically, we recommend the use of: (a) Google forms, (b) video and audio recordings, (c) speech-to-text technology, (d) counter apps, and (e) the smartphone stopwatch function. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Over one-third of preschoolers with disabilities are fully included in the classroom with their typically developing peers and another large percentage receive some instruction in the inclusive classroom. In order to support young children and increase the likelihood of the desired learning and behavior outcomes, teachers must use individual data for each child to guide decisions regarding instructional and behavioural interventions. Many early childhood special educators are busy and struggle to find an efficient way to collect data on a regular basis. One solution is the use of smartphone or tablet tools. This article provides early childhood special educators with recommendations for individual child data collection through the use of easy-to-use tools that can be customized to meet teacher and classroom needs. Specifically, we recommend the use of: (a) Google forms, (b) video and audio recordings, (c) speech-to-text technology, (d) counter apps, and (e) the smartphone stopwatch function. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 10823301 |
| DOI: | 10.1007/s10643-023-01443-5 |
