PDF(Pubmed)
Abstract：
UNASSIGNED: The purpose of this review is to describe the variety and effectiveness of instructional technologies used in the early childhood setting.
UNASSIGNED: A systematic review of three databases was completed, and studies were reviewed by two independent coders to determine if they met inclusion criteria. Studies were excluded from this review if (a) the technology was used to train teachers and was not directly used with early childhood students, (b) participants were all enrolled in 2nd grade or higher, (c) the setting was not an early childhood education setting, or (d) studies were descriptive in nature or utilized a survey methodology. Data were extracted from each article related to participant characteristics, setting characteristics, research design, technology type, and dependent variables.
UNASSIGNED: Thirty-five studies met criteria were included in this review. A wide range of technologies were used to provide or facilitate instruction on (a) academics, (b) social and communication skills, and (c) cognitive skills. Academic outcomes targeted in Head Start preschools were the most common across studies. The results ranged from no effect to highly effective.
UNASSIGNED: The findings from the included studies varied widely in their outcomes from reporting no difference between traditional instruction and technology-aided instruction to reporting significant difference between groups or reporting a functional relation between the technology-based intervention and the target behavior or skill. Studies that included students identified with neurodevelopmental disorders demonstrated a positive impact in the outcomes of students who experience an intervention that included technology-aided instruction. Future research is needed to identify critical components of effective technology-based interventions in early childhood educational settings.
UNASSIGNED: A systematic review of three databases was completed, and studies were reviewed by two independent coders to determine if they met inclusion criteria. Studies were excluded from this review if (a) the technology was used to train teachers and was not directly used with early childhood students, (b) participants were all enrolled in 2nd grade or higher, (c) the setting was not an early childhood education setting, or (d) studies were descriptive in nature or utilized a survey methodology. Data were extracted from each article related to participant characteristics, setting characteristics, research design, technology type, and dependent variables.
UNASSIGNED: Thirty-five studies met criteria were included in this review. A wide range of technologies were used to provide or facilitate instruction on (a) academics, (b) social and communication skills, and (c) cognitive skills. Academic outcomes targeted in Head Start preschools were the most common across studies. The results ranged from no effect to highly effective.
UNASSIGNED: The findings from the included studies varied widely in their outcomes from reporting no difference between traditional instruction and technology-aided instruction to reporting significant difference between groups or reporting a functional relation between the technology-based intervention and the target behavior or skill. Studies that included students identified with neurodevelopmental disorders demonstrated a positive impact in the outcomes of students who experience an intervention that included technology-aided instruction. Future research is needed to identify critical components of effective technology-based interventions in early childhood educational settings.
摘要：
UNASSIGNED：本评论的目的是描述在幼儿环境中使用的教学技术的多样性和有效性。
UNASSIGNED：完成了对三个数据库的系统审查，和研究由两名独立编码员审查,以确定它们是否符合纳入标准.如果（a）该技术用于培训教师，而不是直接用于幼儿学生，(b)参加者均注册于二年级或更高年级，(c)该设置不是幼儿教育设置，或(D)研究本质上是描述性的或利用了调查方法。从每篇文章中提取与参与者特征相关的数据，设置特性，研究设计,技术类型,和因变量。
UNASSIGNED：本综述纳入了35项符合标准的研究。广泛的技术被用来提供或促进对(a)学者的指导，(b)社交和沟通技巧，和(c)认知技能。针对HeadStart学前教育的学术成果是研究中最常见的。结果从无效到高度有效。
UNASSIGNED：纳入研究的结果差异很大，从报告传统教学和技术辅助教学之间没有差异到报告群体之间的显著差异或报告基于技术的干预和目标行为或技能之间的功能关系。包括患有神经发育障碍的学生在内的研究表明，对经历包括技术辅助教学在内的干预措施的学生的结果产生了积极影响。需要进行未来的研究，以确定幼儿教育环境中基于技术的有效干预措施的关键组成部分。
UNASSIGNED：完成了对三个数据库的系统审查，
UNASSIGNED：本综述纳入了35项符合标准的研究。
UNASSIGNED：纳入研究的结果差异很大，从报告传统教学和技术辅助教学之间没有差异到报告群体之间的显著差异或报告基于技术的干预和目标行为或技能之间的功能关系。
