Skip to main content
Fachgebiete
Automobil + Motoren Bauwesen + Immobilien Business IT + Informatik Elektrotechnik + Elektronik Energie + Nachhaltigkeit Finance + Banking Management + Führung Marketing + Vertrieb Maschinenbau + Werkstoffe Versicherung + Risiko
DE
EN
Themenseiten
Organisationspsychologie Projektmanagement Marketing Smart Manufacturing
Bücher
Zeitschriften
Weitere Formate
Podcasts Webinare Technik Webinare Wirtschaft Kongresse Veranstaltungskalender Awards
Jetzt Einzelzugang starten
Zugang für Unternehmen
Referenzkunden
MTZ-Fachkongress

Antriebe und Energiesysteme von morgen


Austausch von Automobil- und Energiewirtschaft

Am 14./15. Mai geht es in Chemnitz um die Mobilitätswende durch Elektro- und Wasserstofffahrzeuge.
Erweiterte Suche
Anmelden
nach oben
Education and Information Technologies
Erschienen in: Education and Information Technologies 6/2017

30.01.2017

Designing and creating an educational app rubric for preschool teachers

verfasst von: Stamatios Papadakis, Michail Kalogiannakis, Nicholas Zaranis

Erschienen in: Education and Information Technologies | Ausgabe 6/2017

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

International studies indicate that the use of smart mobile devices and their accompanying educational applications (apps) can revolutionize young children’s learning experiences. Although there is a vast array of educational apps for preschoolers, they are not actually educational in their majority. In this context, it is important for preschool teachers to be able to assess each app for its effectiveness in educational practice. To evaluate educational mobile apps, this paper presents a rubric (abbreviated as REVEAC) in four areas: contents, design, functionality, and technical quality, each having multiple aspects. In this paper, we discuss the known problems in using educational apps and we present a review of relevant literature, as well as the process of formulating REVEAC. Finally, the paper concludes with a brief discussion of REVEAC limitations and future work.
Vorheriger Artikel Comprehensive analysis of semantic web reasoners and tools: a survey
Nächster Artikel Digital literacy and online video: Undergraduate students’ use of online video for coursework

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

Jetzt informieren
Anhänge
Nur mit Berechtigung zugänglich
Fußnoten
1
In this paper the term preschool education is used to refer to the first formal pre-primary educational stage for children 4 to 6 years of age.
 
Literatur
Allen, D., & Tanner, K. (2006). Rubrics: tools for making learning goals and evaluation criteria explicit for both teachers and learners. CBE-Life Sciences Education, 5(3), 197–203.CrossRef
Bentrop, S. M. (2014). Creating an educational app rubric for teachers of students who are deaf and hard of hearing. Independent Studies and Capstones. Paper 680. Program in Audiology and Communication Sciences, Washington University School of Medicine. http://​digitalcommons.​wustl.​edu/​pacs_​capstones/​680. Accessed 28 Sept 2016.
Bouck, E. C., Satsangi, R., & Flanagan, S. (2016). Focus on inclusive education: evaluating apps for students with disabilities: supporting academic access and success. Childhood Education, 92(4), 324–328.CrossRef
Buckler, T. (2012). Is there an app for that? Developing an evaluation rubric for apps for use with adults with special needs? The Journal of BSN Honors Research, 5(1), 19–32.
Cardenal, F., & Lopez, V. (2015). Education apps. One step beyond: it is time for something more in the education apps word. In Á. Herrero, B. Baruque, J. Sedano, H. Quintián, & E. Corchado (Eds.), International Joint Conference: CISIS’15 and ICEUTE’15 (pp. 571–581). Spain: Burgos.CrossRef
Chau, C. L. (2014). Positive technological development for young children in the context of Children’s mobile apps. In Doctoral dissertation. USA: Tufts University.
Chiong, C. (2012). Living up to the hype: can mobile technology really make kids smarter? Early Childhood Matters, 117, 90–95.
Chiong, C., & Shuler, C. (2010). Learning: is there an app for that? Investigations of young children’s usage and learning with mobile devices and apps. New York: The Joan Ganz Cooney Center at Sesame Workshop.
Ebbeck, M., Yim, H. Y. B., Chan, Y., & Goh, M. (2016). Singaporean parents’ views of their young children’s access and use of technological devices. Early Childhood Education Journal, 44(2), 127–134.CrossRef
Emeeyou. (2012). Should parents expect more? Making the case for evidence-based early childhood education mobile applications. http://​goo.​gl/​WwBR25. Accessed 11 Oct 2016.
Falloon, G. (2013). Young students using iPads: app design and content influences on their learning pathways. Computers & Education, 68, 505–521.CrossRef
Falloon, G., & Khoo, E. (2014). Exploring young students’ talk in iPad-supported collaborative learning environments. Computers & Education, 77, 13–28.CrossRef
Flewitt, R., Messer, D., & Kucirkova, N. (2014). New directions for early literacy in a digital age: the iPad. Journal of Early Childhood Literacy, 15(3), 289–310.CrossRef
Fu, F., Su, R., & Yu, S. (2009). EGameFlow: a scale to measure learners’ enjoyment of e-learning games. Computers & Education, 52(1), 101–112.CrossRef
Geisert, P. G., & Futrell, M. K. (1995). Teachers, computers, and curriculum. Boston: Allyn & Bacon.
Guernsey, L., Levine, M., Chiong, C., & Severns, M. (2012). Pioneering literacy in the digital wild west: empowering parents and educators. Washington, DC: Campaign for Grade-Level Reading.
Haugland, S. W. (1999). Developmental software scale. Cape Girardeau: K.I.D.S. & Computers, Inc..
Higgins, K., Boone, R., & Pierce, T. B. (2005). Evaluating software for use by students with disabilities to foster inclusion in general education. Paper presented at the inclusive and supportive education congress international special education conference. http://​goo.​gl/​TKPGiF. Accessed 14 Sept 2016.
Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in “educational” apps. Lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3–34.CrossRef
Huber, B., Tarasuik, J., Antoniou, M. N., Garrett, C., Bowe, S. J., Kaufman, J., & Team, T. S. B. (2016). Young children’s transfer of learning from a touchscreen device. Computers in Human Behavior, 56, 56–64.CrossRef
Hutchison, A., Beschorner, B., & Schmidt-Crawford, D. (2012). Exploring the use of the iPad for literacy learning. The Reading Teacher, 66(1), 15–23.CrossRef
Kucirkova, N. (2014c). iPads in early education: separating assumptions and evidence. Frontiers in Psychology, 5, 715.CrossRef
Kucirkova, N. (2015). Story-making with iPad apps: baking stories in the twenty-first century. Exchange, 222, 47–50.
Kucirkova, N. (2016b). iRPD—A framework for guiding design-based research for iPad apps. British Journal of Educational Technology. doi:10.​1111/​bjet.​12389.
Kucirkova, N., Messer, D., Sheehy, K., & Panadero, C. F. (2014). Children’s engagement with educational iPad apps: insights from a Spanish classroom. Computers & Education, 71, 175–184.CrossRef
Lee, C.-Y., & Cherner, T. S. (2015). A comprehensive evaluation rubric for assessing instructional apps. Journal of Information Technology Education: Research, 14, 21–53.CrossRef
Lynch, J., & Redpath, T. (2012). ‘smart’ technologies in early years literacy education: a meta-narrative of paradigmatic tensions in iPad use in an Australian preparatory classroom. Journal of Early Childhood Literacy, 14(2), 1–28.
McManis, L. D., & Parks, J. (2011). Evaluating Technology for Early Learners. Ebook and toolkit. Winston-Salem: Hatch Early Learning.
More, C. M., & Travers, J. C. (2013). What’s app with that? Selecting educational apps for young children with disabilities. Young Exceptional Children, 16(2), 15–32.CrossRef
Moskal, B. M. (2000). Scoring rubrics: what, when and how? Practical Assessment, Research & Evaluation, 7(3), 1–5.
NAEYC & Fred Rogers Center for Early Learning and Children’s Media. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. In Joint position statement. Washington, DC: NAEYC.
Ok, M. W., Kim, M. K., Kang, E. Y., & Bryant, B. R. (2015). How to find good apps: an evaluation rubric for instructional apps for teaching students with learning disabilities. Intervention in School and Clinic, 51(4), 244–252.CrossRef
Papadakis, S., & Kalogiannakis, M. (2010). eTwinning in the early childhood as starting line of innovative practices for the didactic of natural sciences. In M. Kalogiannakis, D. Stavrou, & P. G. Michaelides (Eds.), HSci 2010: 7th international conference hands-on science “Bridging the Science and Society Gap” . Greece: University of Crete.July 25–31, 2010
Papadakis, S., & Kalogiannakis, M. (2017). Mobile educational applications for children. What educators and parents need to know. International Journal of Mobile Learning and Organisation (Special Issue on Mobile Learning Applications and Strategies), (in press).
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2016a). Comparing tablets and PCs in teaching mathematics: an attempt to improve mathematics competence in early childhood education. Preschool and Primary Education, 4(2), 241–253.CrossRef
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2016b). Developing fundamental programming concepts and computational thinking with ScratchJr in preschool education: a case study. International Journal of Mobile Learning and Organisation, 10(3), 187–202.CrossRef
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2016c). Improving mathematics teaching in kindergarten with realistic mathematical education. Early Childhood Education Journal. doi:10.​1007/​s10643-015-0768-4.
Parette, H. P., Quesenberry, A. C., & Blum, C. (2010). Missing the boat with technology usage in early childhood settings: a twenty-first century view of developmentally appropriate practice. Early Childhood Education Journal, 37(5), 335–343.CrossRef
Reeves, T. C., & Harmon, S. W. (1994). Systematic evaluation procedures for interactive multimedia for education and training. In S. Reisman (Ed.), Multimedia computing: preparing for the twenty-first century (pp. 472–505). Harrisburg: Idea Group Publishing.
Roblyer, M. D., & Wiencke, W. R. (2003). Design and use of a rubric to assess and encourage interactive qualities in distance courses. The American Journal of Distance Education, 17(2), 77–98.CrossRef
Rodríguez-Arancón P., Arús, J., & Calle, C. (2013). The use of current mobile learning applications in EFL. In Proceedings of the 13th International Educational Technology Conference -IETC 2013, (pp. 1219–1232). Kuala Lumpur, Malaysia
Shoukry, L., Sturm, C., & Galal-Edeen, G. H. (2012). Pre-MEGa: a proposed framework for the design and evaluation of preschoolers’ mobile educational games. In In the proceedings of The International Conference on Engineering Education, Instructional Technology, Assessment, and E-learning (EIAE 12). Bridgeport: USA.
Shoukry, L., Sturm, C., Galal-Edeen, G. H., & Göbel, S. (2014). Conducting evaluation studies of mobile games with preschoolers. CEUR Workshop Proceedings, 1227, 262–269.
Shrout, P., & Fleiss, J. (1979). Intraclass correlations: uses in assessing rater reliability. Psychological Bulletin, 86(2), 420–428.CrossRef
Shuler, C. (2009a). iLearn: a content analysis of the iTunes app Store’s education section. New York: The Joan Ganz Cooney Center at Sesame Workshop.
Shuler, C. (2009b). Pockets of potential: using mobile technologies to promote children’s learning. New York: The Joan Ganz Cooney Center at Sesame Workshop.
Stoyanov, S. R., Hides, L., Kavanagh, D. J., Zelenko, O., Tjondronegoro, D., & Mani, M. (2015). Mobile app rating scale: a new tool for assessing the quality of health mobile apps. JMIR mHealth and uHealth, 3(1), e27.CrossRef
Taggart, G. L., Phifer, S. J., Nixon, J. A., & Wood, M. (Eds.). (1999). Rubrics: a handbook for construction and use. Lanham, MD: Scarecrow Press.
Tammaro, M. T., & Jerome, M. K. (2012). Does the app fit? Using the apps consideration checklist. In M. J. Ault & M. E. Bausch (Eds.), Apps for all students: a teacher’s desktop guide (pp. 23–31). Reston: Exceptional Innovations.
Vaala, S., Ly, A., & Levine, M. H. (2015). Getting a read on the app stores: a market scan and analysis of children’s literacy apps. New York: The Joan Ganz Cooney Center at Sesame Workshop.
Walker, H. (2010). Evaluating the effectiveness of apps for mobile devices. Journal of Special Education Technology, 26(4), 59–63.
Wartella, E. (2015). Educational apps what We do and do not know. Psychological Science in the Public Interest, 16(1), 1–2.CrossRef
Watlington, D. (2011). Using iPod touch and iPad educational apps in the classroom. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & teacher education international conference 2011 (pp. 3112–3114). Chesapeake: AACE.
Weng, P.-L., & Taber-Doughty, T. (2015). Developing an app evaluation rubric for practitioners in special education. Journal of Special Education Technology, 30(1), 43–58.CrossRef
Zaranis, N., Kalogiannakis, M., & Papadakis, S. (2013). Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education. Creative Education, 4(7Α1), 1–10.CrossRef
Metadaten
Titel
Designing and creating an educational app rubric for preschool teachers
verfasst von
Stamatios Papadakis
Michail Kalogiannakis
Nicholas Zaranis
Publikationsdatum
30.01.2017
Verlag
Springer US
Erschienen in
Education and Information Technologies / Ausgabe 6/2017
Print ISSN: 1360-2357
Elektronische ISSN: 1573-7608
DOI
https://doi.org/10.1007/s10639-017-9579-0

Weitere Artikel der Ausgabe 6/2017

Education and Information Technologies 6/2017 Zur Ausgabe

OriginalPaper

Augmented reflective learning and knowledge retention perceived among students in classrooms involving virtual laboratories

OriginalPaper

Viewing the changing world of educational technology from a different perspective: Present realities, past lessons, and future possibilities

OriginalPaper

Wikipedia as a platform for impactful learning: A new course model in higher education

OriginalPaper

Effects of computer-aided and blended teaching strategies on students’ achievement in civic education concepts in mountain learning ecologies

OriginalPaper

“What I learn is what I like.” How do students in ICT-supported problem-based learning rate the quality of the learning experience, and how does it relate to the acquisition of competences?

OriginalPaper

Smartphones usage in the classrooms: Learning aid or interference?

Premium Partner

    Bildnachweise