Hybrid technological literacy intervention during COVID-19: impact on kindergarteners' language abilities.
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| Title: | Hybrid technological literacy intervention during COVID-19: impact on kindergarteners' language abilities. |
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| Authors: | Vaknin-Nusbaum, Vered (AUTHOR), Nevo, Einat (AUTHOR) |
| Source: | Educational Technology Research & Development. Oct2025, Vol. 73 Issue 5, p3151-3176. 26p. |
| Subjects: | Kindergarten children, Language ability, Educational technology, Online education, Educational intervention, COVID-19, Poor families |
| Abstract: | The current study aimed to investigate the effectiveness of a technology-integrated hybrid literacy program on children's language abilities. One hundred fifty-nine kindergarteners from low SES backgrounds participated in the study. The intervention combined face-to-face and online lessons, delivered to 27 kindergarteners during the COVID-19 isolation period. Their results were compared to those of 71 children who learned in a face-to-face program before the pandemic. The performance of each intervention group, technology-integrated hybrid and face-to-face, was compared with that of a control group matched by demographic background and method of learning (27 for the technology-integrated hybrid, and 34 for the face-to-face). The findings indicated no significant differences in the positive changes observed in the language abilities of the technology-integrated hybrid and the face-to-face intervention programs. However, the score change in the examined language abilities of the comparison group was greater when the program was delivered face-to-face than in the technology-integrated hybrid program. Educational implications regarding the effectiveness of tailored intervention programs development, that take into account the use of technological tools, on children's language development, are discussed. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The current study aimed to investigate the effectiveness of a technology-integrated hybrid literacy program on children's language abilities. One hundred fifty-nine kindergarteners from low SES backgrounds participated in the study. The intervention combined face-to-face and online lessons, delivered to 27 kindergarteners during the COVID-19 isolation period. Their results were compared to those of 71 children who learned in a face-to-face program before the pandemic. The performance of each intervention group, technology-integrated hybrid and face-to-face, was compared with that of a control group matched by demographic background and method of learning (27 for the technology-integrated hybrid, and 34 for the face-to-face). The findings indicated no significant differences in the positive changes observed in the language abilities of the technology-integrated hybrid and the face-to-face intervention programs. However, the score change in the examined language abilities of the comparison group was greater when the program was delivered face-to-face than in the technology-integrated hybrid program. Educational implications regarding the effectiveness of tailored intervention programs development, that take into account the use of technological tools, on children's language development, are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10421629 |
| DOI: | 10.1007/s11423-025-10518-6 |
