A qualitative investigation of implementation of app-based maths instruction for young learners.
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| Title: | A qualitative investigation of implementation of app-based maths instruction for young learners. |
|---|---|
| Authors: | Gulliford, Anthea, Walton, Jodie, Allison, Kate, Pitchford, Nicola |
| Source: | Educational & Child Psychology. Sep2021, Vol. 38 Issue 3, p90-108. 19p. |
| Subjects: | Mathematics education, Mathematics students, Education software, Educational technology, Application software |
| Abstract: | Aim: Tablet technology can play a valuable role in supporting learning for primary school children, but its implementation for children in the early years or for with those with learning delays has received limited focus. The aim of this study was to enhance understanding of the interaction between child, technology, and conditions for implementation; fundamental to optimising the role that technology can play in the education of young learners. Method: Qualitative data was gathered during two controlled efficacy studies (Walton 2018; Allison 2019). Semi-structured interviews explored the perspectives of teachers and teaching assistants regarding the utility, implementation and perceived outcomes of one maths app for young learners. This interview data was synthesised here. Findings: Thematic analysis of the synthesised data highlighted child prerequisite skills, features of the app and implementation conditions were perceived to support early learning and engagement. Critical examination yielded a model of app-based early maths learning that considers learning through the complex interaction of four key dimensions: child, app, facilitator, and learning environment. Limitations: Findings are restricted to the circumstances of these studies, so further studies, in other contexts, are needed to explore transferability of these results. Conclusions: This synthesis is consonant with emerging theorising for mobile technology in education (Bernacki et al., 2020), highlighting the complex interaction of technology and context in achieving educational gains. It can inform the work of educators and psychologists supporting young or delayed learners, serving as a guide to utilising technology effectively, to optimise provision and thereby the achievement of young learners. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational & Child Psychology is the property of British Psychological Society 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: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 152222470 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A qualitative investigation of implementation of app-based maths instruction for young learners. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gulliford%2C+Anthea%22">Gulliford, Anthea</searchLink><br /><searchLink fieldCode="AR" term="%22Walton%2C+Jodie%22">Walton, Jodie</searchLink><br /><searchLink fieldCode="AR" term="%22Allison%2C+Kate%22">Allison, Kate</searchLink><br /><searchLink fieldCode="AR" term="%22Pitchford%2C+Nicola%22">Pitchford, Nicola</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Sep2021, Vol. 38 Issue 3, p90-108. 19p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+students%22">Mathematics students</searchLink><br /><searchLink fieldCode="DE" term="%22Education+software%22">Education software</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Application+software%22">Application software</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Aim: Tablet technology can play a valuable role in supporting learning for primary school children, but its implementation for children in the early years or for with those with learning delays has received limited focus. The aim of this study was to enhance understanding of the interaction between child, technology, and conditions for implementation; fundamental to optimising the role that technology can play in the education of young learners. Method: Qualitative data was gathered during two controlled efficacy studies (Walton 2018; Allison 2019). Semi-structured interviews explored the perspectives of teachers and teaching assistants regarding the utility, implementation and perceived outcomes of one maths app for young learners. This interview data was synthesised here. Findings: Thematic analysis of the synthesised data highlighted child prerequisite skills, features of the app and implementation conditions were perceived to support early learning and engagement. Critical examination yielded a model of app-based early maths learning that considers learning through the complex interaction of four key dimensions: child, app, facilitator, and learning environment. Limitations: Findings are restricted to the circumstances of these studies, so further studies, in other contexts, are needed to explore transferability of these results. Conclusions: This synthesis is consonant with emerging theorising for mobile technology in education (Bernacki et al., 2020), highlighting the complex interaction of technology and context in achieving educational gains. It can inform the work of educators and psychologists supporting young or delayed learners, serving as a guide to utilising technology effectively, to optimise provision and thereby the achievement of young learners. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society 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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=152222470 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53841/bpsecp.2021.38.3.90 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 90 Subjects: – SubjectFull: Mathematics education Type: general – SubjectFull: Mathematics students Type: general – SubjectFull: Education software Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Application software Type: general Titles: – TitleFull: A qualitative investigation of implementation of app-based maths instruction for young learners. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gulliford, Anthea – PersonEntity: Name: NameFull: Walton, Jodie – PersonEntity: Name: NameFull: Allison, Kate – PersonEntity: Name: NameFull: Pitchford, Nicola IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 02671611 Numbering: – Type: volume Value: 38 – Type: issue Value: 3 Titles: – TitleFull: Educational & Child Psychology Type: main |
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