Educational Software Use in Kindergarten

Νικολοπούλου, Κλεοπάτρα

doi:10.1007/978-1-4614-6501-0_4

Cited by 11 publications

(9 citation statements)

References 32 publications

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“…There is an agreement with earlier studies which indicated as reasons for computer use the acquisition/development of language and mathematical skills, children's motivation (Nikolopoulou, 2014a), as well as the technology as supportive-complementary learning tool (Nikolopoulou, 2014a;Gray et al, 2017;Romero-Tena et al, 2020). There is also an agreement as to that technology use took place, mainly, during the hour of free activities/play (Ljung-Djärf, 2008;Nikolopoulou, 2014aNikolopoulou, , 2014bNikolopoulou & Gialamas, 2015).…”

Section: Discussionsupporting

confidence: 85%

“…In general, the programs used in early language (word-processor, educational CD-ROMs, PowerPoint and the internet) and early mathematics (educational CD-ROMs) are in line with the national curriculum and with earlier research which reported that the most commonly used programs were the MS Paint, commercial and educational CD-ROMs and the MS Word (Nikolopoulou, 2014b). This study's findings support the essential role of the teacher(s) in the whole process of ICT use-implementation in ECE classrooms.…”

Section: Discussionsupporting

confidence: 67%

“…For the acquisition/development of language and mathematical skills/concepts, different software/applications target young children; however, the boundaries between different applications are not necessarily fixed as different applications are presented in a form of play designed to attract and sustain children's attention (Nikolopoulou, 2007). Earlier research reported that the most commonly used programs were the MS Paint, commercial and educational CD-ROMs, the MS Word and the internet (Nikolopoulou, 2014b). For example, the integration of word-processing software into preschool classes has been shown to facilitate children's knowledge of print, experimental writing, and encourage child-to-child interactions (Åberg et al, 2014).…”

Section: Matching (Identification Of Similar Objects Based On Their Cmentioning

confidence: 99%

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Preschool Teachers’ Practices of ICT-Supported Early Language and Mathematics

Νικολοπούλου¹

2020

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Young children interact with a wide range of digital technologies in their everyday lives and become competent users of computers, tablets, etc. The purpose of this study was to investigate preschool teachers' practices regarding ICT-supported early language and mathematics learning. The participants were eight teachers and data were collected via semi-structured interviews, in Greece. The most commonly reported purposes for ICT usage in preschool classes were searching for information, as a supplementary-supportive tool and for displaying educational video/pictures. The learning activities carried out in early language learning via ICT included displaying of pictures/ drawings, writing a word/name/date, practicing letters, connecting words to their sound/image and phonological awareness (for familiarization with the written word, oral language, enhancement of vocabulary etc). The learning activities carried out in early mathematics with the support of ICT included serialization-sorting of objects, learning of time and space concepts, familiarization with numbers, classification, matching, as well as activities with shapes, colors, and memory cards. Teachers' practices have implications for teacher professional development.

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Section: Discussionsupporting

confidence: 85%

Section: Discussionsupporting

confidence: 67%

Section: Matching (Identification Of Similar Objects Based On Their Cmentioning

confidence: 99%

See 1 more Smart Citation

Preschool Teachers’ Practices of ICT-Supported Early Language and Mathematics

Νικολοπούλου¹

2020

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“…The way educational software was used in kindergarten classes, as well as the educational software commonly used were reported in another paper (Nikolopoulou, 2014). It was found that computer use took place, mainly, during the hour of free activities/play.…”

Section: Results-examples Of Practices In Kindergarten Classesmentioning

confidence: 99%

ICT Integration in Preschool Classes: Examples of Practices in Greece

Νικολοπούλου¹

2014

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This paper presents findings from a research project regarding Information and Communication Technology (ICT) integration and use in 17 kindergartens in Greece. The main parameters of the study were the natural classroom environment (without artificial intervention) and the voluntary participation of early childhood teachers. The data were collected by interviews with the teachers and class observations. The most frequently reported reasons for computer use were the acquisition/ development of language and fine motor skills, as well as its contribution as an incentive in children's learning. Examples of practices in relation to these reasons are presented. The computer was mainly used during the hour of free activities. The role of early childhood teachers, in the whole process of ICT integration, is also discussed.

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“…La educación infantil es considerada muy importante por las características de los estudiantes en esta etapa, ha esta edad son muy curiosos con su entorno, están abiertos para aprender y con aganas de probar nuevas actividades, por lo tanto, la tecnología puede ayudar a la comunicación y desarrollo del lenguaje en esta edad crucial [2] [6].…”

Section: Introductionunclassified

Software de enseñanza-aprendizaje de la lectoescritura del idioma español

Acosta

Martinez

Monje

2019

RITI

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Resumen: En este trabajo se presenta el diseño y desarrollo de un software educativo de escritorio que ayuda en el proceso de enseñanza y aprendizaje de la lecto-escritura en el idioma español, está especialmente diseñado para niños entre 5 y 6 años del tercer nivel de Jardín de Niños en educación básica. La aplicación SEALE (Software de Enseñanza-Aprendizaje de la Lectoescritura del idioma Español) es un herramienta para apoyar a los maestros en el proceso de enseñanza-aprendizaje. Las actividades han sido diseñadas de forma interactiva, haciendo uso de recursos multimedia y están basadas en las competencias para la lectoescritura establecidas en el Programa de Estudio 2011 que proporciona la SEP para la Educación Básica. En la aplicación interactúan dos tipos de usuarios: el maestro y los estudiantes. El maestro registra estudiantes y observa su progreso, los estudiantes realizan todas y cada una de las actividades. SEALE evalúa a través de las respuestas correctas, las pruebas se realizaron en 8 estudiantes de tercer nivel (2 alfabéticos iniciales, 4 silábicos-alfabéticos y 2 silábicos), cada alumno realizó una actividad por día dos veces a la semana durante un mes, la aplicación no permite pasar a la siguiente actividad hasta obtener el 100% de los puntos. Los resultados mostraron que 3 estudiante subieron del nivel silábicoalfabético al nivel alfabético y 1 del nivel silábico al nivel silábico-alfabético. SEALE fue muy atractivo para los niños.

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Educational Software Use in Kindergarten

Cited by 11 publications

References 32 publications

Preschool Teachers’ Practices of ICT-Supported Early Language and Mathematics

Preschool Teachers’ Practices of ICT-Supported Early Language and Mathematics

ICT Integration in Preschool Classes: Examples of Practices in Greece

Software de enseñanza-aprendizaje de la lectoescritura del idioma español

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