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首页> 外文期刊>Frontiers in Psychology >Improving Learning Outcomes: The iPad and Preschool Children with Disabilities
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Improving Learning Outcomes: The iPad and Preschool Children with Disabilities

机译：改善学习成果：iPad和学龄前残疾儿童

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摘要

The digital age has reached early childhood, and the use of touch screens by young children is common place. Research on the use of touch screen tablets with young children is becoming more prevalent; however, less information is available on the use of touch screen tablets to support young children with disabilities. Touch screen tablets may offer possibilities to preschool children with disabilities to participate in learning in a digital way. The iPad provides easy interaction on the touch screen and access to a multitude of engaging early learning applications. This paper summarizes a pilot study with 8 young children with disabilities included in a preschool classroom, who were given iPads to use in class and at home for a period of 21 weeks. Systematic observations, classroom assessments, and teacher and parent interviews documented the improvements in learning outcomes for each child in many areas including, but not limited to: shape and color recognition, letter recognition, and tracing letters throughout six research cycles.
机译：数字时代已经进入幼儿期，幼儿使用触摸屏已成为普遍现象。有关在年幼儿童中使用触摸屏平板电脑的研究越来越普遍;但是，有关使用触摸屏平板电脑来支持残疾的幼儿的信息很少。触摸屏平板电脑可能为学龄前残疾儿童提供以数字方式参与学习的可能性。 iPad提供了在触摸屏上的轻松交互功能，并可以访问许多引人入胜的早期学习应用程序。本文总结了一项针对8名残疾幼童的实验研究，这些幼童包括在学龄前教室中，他们获得了iPad，可在课堂上和在家中使用21周。系统的观察，课堂评估以及老师和家长的访谈记录了每个孩子在许多领域的学习成果的改善，包括但不限于：在六个研究周期中，形状和颜色识别，字母识别和字母追踪。

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