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• W2583231710 abstract "Introduction In the pervasiveness of today's digital society, mobile devices are changing the face of education. Although the Apple iPad was originally envisioned as a single user device, school districts and universities across the country are purchasing tablets and other mobile devices in massive quantities for innovative use in classrooms (Lawrence, 2012; Price, Jewitt, & Crescenzi, 2015; Tate, 2012). There is a great deal of anecdotal evidence (i.e., success stories) on the effectiveness of mobile devices in the classroom (Clarke & Abbott, 2013; Lenovo Education, 2012b; Mahaley, 2013; Morelock, 2011) and best practices for getting started (Victoria Department of Education and Early Childhood Development, 2011; Lenovo Education, 2012a; Mahaley, 2013); and in the last few years there are more researchers examining the effectiveness of mobile devices on student achievement (Chou, Block, & Jesness, 2012; Kucirkova, Messer, Sheehy, & Fernandez Panadero, 2014; Ross, Morrison, & Lowther, 2010). The prevailing scholarly literature on mobile learning reflects positive correlations between student engagement and effective use of technology (Chen, Lambert, & Guidry, 2010; Falloon & Khoo, 2014; Laird & Kuh, 2005), perceived engagement and perceived learning while using iPads (Diemer, Fernandez, & Streepey, 2012), and comfort levels and prolonged use of the iPad (Diemer et al., 2012). While many of these studies were conducted in higher education institutions, there continues to be the need to focus on research in K-12 schools, especially in the early childhood education setting. Many of the previous studies have focused on user-friendly interface, mobility, touchscreen, and connectivity to a world of resources and apps (Price et al., 2015). Falloon (2013) conducted a study in New Zealand with 18 five-year-olds to investigate if using iPads with students could support learning. Falloon (2013) concluded all apps used for instruction should be evaluated for design and content prior to implementation in the classroom. Falloon (2013) also found that the disruption of an innovation and novelty of the devices could be used to motivate students and create engagement for innovative learning opportunities. Finally, Falloon (2013) alluded to the importance of incorporating formative and corrective feedback with students in the learning process. Other researchers have focused on mobile devices to create student collaborative efforts and increase engagement when learning using the iPad. Kucirkova et al. (2014) examined the effects of a story-making app using 41 four- and five-year-old students from Madrid, Spain. Supported by previous research, Kucirkova et al. (2014) found that specific app features and content could influence the degree to which children's engagement in the learning task was of educational value (p. 176). This research supported the notion that the iPad is a game changer in education and that we need to find more ways to harness it as a powerful teaching and learning tool. Hwang and Chang (2011) conducted a study in Taiwan using formative assessment to determine if students' attitudes and achievement could be affected when using mobile devices. They found that utilizing a mobile learning approach could improve students' attitudes and achievement. Due to the many promising learning opportunities, there continues to be a need for empirical evidence supporting the effectiveness of these devices on specific areas of student achievement. Therefore, the purpose of this study was to determine how integrating mobile devices into a Pre-Kindergarten curriculum using informal feedback from students affects Pre-K students' academic achievement (i.e., Print Knowledge, Phonological Awareness, Mathematics, Oral Language/Vocabulary) at a rural, public charter school in the southeast. Mobile devices, which include tablets, smartphones, PDAs, e-readers, and MP3 players, can be used to customize student learning and address education inequality when integrated into the classroom by innovatively informing policy and practice. …" @default.
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• W2583231710 title "Mobile Learning in Pre-Kindergarten: Using Student Feedback to Inform Practice." @default.
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