Pedagogical Intervention Based on the TPACK Model to Develop Emergent Literacy Skills in Preschool Education in Chile
Saved in:
| Title: | Pedagogical Intervention Based on the TPACK Model to Develop Emergent Literacy Skills in Preschool Education in Chile |
|---|---|
| Language: | English |
| Authors: | Carolina Fernández-Chávez (ORCID |
| Source: | Journal of Education and Learning (EduLearn). 2026 20(2):664-675. |
| Availability: | Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Foreign Countries, Technology Uses in Education, Pedagogical Content Knowledge, Technological Literacy, Technology Integration, Preschool Education, Phonological Awareness, Written Language, Alphabets, Kindergarten, Intervention, Program Effectiveness, Preschool Teachers, Faculty Development |
| Geographic Terms: | Chile |
| ISSN: | 2089-9823 2302-9277 |
| Abstract: | The use of information and communication technologies (ICTs) in education has become necessary due to the various global challenges faced in this area. This study aimed to evaluate the effect of a pedagogical intervention based on the technology pedagogical content knowledge (TPACK) model that integrates ICTs to develop phonological awareness and letter recognition in kindergarten children. The methodology supporting this research is quantitative; the phonological awareness evaluation test (PAET) and letter recognition test (LRT) were administered. The sample consisted of 118 kindergarten children, 59 in the intervention group, and 59 in the control group. The information was analyzed using descriptive statistics, a paired t-test, and the non-parametric Mann-Whitney U test. The results show significant differences between the two groups, with the intervention group achieving better results. The TPACK model's guidance for implementing the intervention, professional development in using and integrating ICTs in the classroom, and collaborative work among professionals are highlighted. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507141 |
| Database: | ERIC |
| Abstract: | The use of information and communication technologies (ICTs) in education has become necessary due to the various global challenges faced in this area. This study aimed to evaluate the effect of a pedagogical intervention based on the technology pedagogical content knowledge (TPACK) model that integrates ICTs to develop phonological awareness and letter recognition in kindergarten children. The methodology supporting this research is quantitative; the phonological awareness evaluation test (PAET) and letter recognition test (LRT) were administered. The sample consisted of 118 kindergarten children, 59 in the intervention group, and 59 in the control group. The information was analyzed using descriptive statistics, a paired t-test, and the non-parametric Mann-Whitney U test. The results show significant differences between the two groups, with the intervention group achieving better results. The TPACK model's guidance for implementing the intervention, professional development in using and integrating ICTs in the classroom, and collaborative work among professionals are highlighted. |
|---|---|
| ISSN: | 2089-9823 2302-9277 |
