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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.
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]
Copyright of Educational Technology Research & Development 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: Psychology and Behavioral Sciences Collection
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  Data: Hybrid technological literacy intervention during COVID-19: impact on kindergarteners' language abilities.
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  Data: <searchLink fieldCode="DE" term="%22Kindergarten+children%22">Kindergarten children</searchLink><br /><searchLink fieldCode="DE" term="%22Language+ability%22">Language ability</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Poor+families%22">Poor families</searchLink>
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  Data: 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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  Data: <i>Copyright of Educational Technology Research & Development 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.</i> (Copyright applies to all Abstracts.)
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              Text: Oct2025
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