ERIC Number: EJ1155653
Record Type: Journal
Publication Date: 2017-Oct
Abstractor: As Provided
Technology versus Teachers in the Early Literacy Classroom: An Investigation of the Effectiveness of the Istation Integrated Learning System
Putman, Rebecca S.
Educational Technology Research and Development, v65 n5 p1153-1174 Oct 2017
Guided by Vygotsky's social learning theory, this study reports a 24-week investigation on whether regular use of Istation®, an integrated learning system used by approximately 4 million students in the United States, had an effect on the early literacy achievement of children in twelve kindergarten classrooms. A mixed-method, quasi-experimental design was constructed using propensity scores. Also investigated were the effects of the level of teacher literacy support on early literacy achievement and the interaction between Istation® use and the level of teacher literacy support. A descriptive discriminant analysis was performed to determine the main effect of Istation®. The level of teacher support and the interaction effect was then tested using a multivariate between-subject analysis. Results indicated that Istation® did have a statistically significant effect on the early literacy skills of the kindergarten students studied and could explain 17.7% of the variance in group differences. Teacher literacy support and the interaction between teacher support and Istation® were not significant. This study considers the relationship between technology and early literacy and concludes that Istation® can serve as a more knowledgeable other as students develop some early literacy skills; however, teachers are still needed to provide complete literacy instruction for young students.
Descriptors: Literacy Education, Teacher Student Relationship, Kindergarten, Correlation, Socialization, Mixed Methods Research, Quasiexperimental Design, Scores, Discriminant Analysis, Multivariate Analysis, Teaching Methods, Management Systems, Comparative Analysis, Instructional Effectiveness, Computer Assisted Instruction
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Authoring Institution: N/A