Beyond the Bubble: Technology and the Future of Student Assessment

Provides an overview of information technology's potential to enable better assessments of student achievement. Outlines promising models for testing complex skills, cognition, and learning and for utilizing such assessments to improve instruction

Using Computers to Develop Phonemic Awareness in the Early Primary Classroom

The aim of this project is to determine whether a computer application can be used to develop phonemic awareness in the early primary classroom, which is a key component of phonics. This thesis explores the evolution of the strategy for teaching literacy in the UK which shows phonics to be a key component of that strategy. However, government reports which inform the direction of the literacy strategy call for more empirical study in all areas of literacy teaching; this thesis documents such an empirical study. This research project creates a phonics based computer application designed specifically for young children aged 5 to 6 years (year 1 in UK primary schools). The timing and level of content presented by the computer application activities are grounded in appropriate academic theory. A significant component of the work is the development of interface design guidelines for children’s applications. These guidelines are then used to inform the development of the phonics-based computer application. A Randomised Controlled Trial (RCT) is designed to determine the application’s effectiveness in developing the phonemic awareness skills of young children in a classroom setting. In order to control experimental bias resulting from problems with the usability of the computer interface, the usability of the application’s interface is evaluated in the classroom by year 1 children before the application is used in a pragmatic RCT. The results of the final usability evaluation found no usability issues and the application was wholly intuitive to the children in the evaluation groups. The results from the RCT (N=266) show no statistically significant improvement in the learning rate of phonemic awareness by the intervention group using the computer program compared to the traditional teacher-delivered paper-based method used with the control group, even though the computer program was designed carefully for this age range. The results did suggest however, that the intervention group developed at the same rate as the control group which implies that the computer program could be used to support teachers by reducing the amount of resource-intensive phonics tuition required by children in this age range

A Graphophonic Investigation of Beginning Level Texts

This study attempted to provide a systematic framework for phonics instruction for beginning readers in literature-based classrooms based on relative frequency of phoneme-grapheme occurrences found in three distinct corpora. The first corpus contained an academic word list. The second corpus contained the running text from 363 books identified as first grade literature using the searchable online quiz database maintained by Renaissance Learning, Inc. (Renaissance Learning, 2009). The final corpus consisted of running text from 130 decodable readers that accompany Saxon Phonics 1: An Incremental Development (Simmons & Calvert, 2003). Each corpus was analyzed for graphophonic content in order to establish frequency distributions for 190 phoneme-grapheme correspondences. Instructional sequences were established for each corpus according to descending frequencies of the 190 correspondences. The instructional sequences were then statistically compared using a series of Spearman rank order correlations. It was found that a large significant correlation exists between the graphophonic distributions of the academic word list and the running text from first grade literature (rs = .80, p \u3c .05, N = 190), as well as between the running text of first grade literature and the running text from decodable phonics readers (rs = .955, p \u3c .05, N = 190). The conclusions supported by the findings are as follows: (a) an alternate sequence for teaching phoneme-grapheme correspondences is not supported based on frequency alone, (b) reading teachers adhering to an interactive approach to beginning reading instruction could theoretically use either literature or phonics text type to support early reading development, and (c) first graders need to be introduced to more phoneme-grapheme correspondences in order to be successful readers of first grade literature. The implications for practice which stemmed from these conclusions are twofold: (a) the leveling of texts should be fluid rather than stagnant, and (b) if reading development is dependent upon a student‘s ability to practice what has been taught and if the leveling of texts can only be done by human decision rather than by computer calculation, then teachers need expert training in the examination of curricular scope and sequences and matching texts to adopted curricula

A platform for computer-assisted multilingual literacy development

FundaWethu is reading software that is designed to deliver reading lessons to Grade R-3 (foundation phase) children who are learning to read in a multilingual context. Starting from a premise that the system should be both educative and entertaining, the system allows literacy researchers or teachers to construct rich multimedia reading lessons, with text, pictures (possibly animated), and audio files. Using the design-based research methodology which is problem driven and iterative, we followed a user-centred design process in creating FundaWethu. To promote sustainability of the software, we chose to bring teachers on board as “co-designers” using the lesson authoring tool. We made the authoring tool simple enough for use by non computer specialists, but expressive enough to enable a wide range of beginners reading exercises to be constructed in a number of different languages (indigenous South African languages in particular). This project therefore centred on the use of designbased research to build FundaWethu, the design and construction of FundaWethu and the usability study carried out to determine the adequacy of FundaWethu

Ladybird Books: a study in social and economic history

The research undertaken for this project relates to the history of the 'Ladybird' imprint together with the company that produced these popular children's books. The period, from 1914 to present day, during which the books were produced, and throughout which the company operated, was one of great technological change in the print industry as well as one of great social change, and the company was shaped by many outside factors. In turn, its books were widely read and, arguably, themselves influenced generations of children. The research covers the books and the company from the mid-nineteenth century to the present day. Various factors that have influenced the company and its books, such as the British education system, the First and Second World wars, changes in print and communications technology, the British library system and bookselling practices, evolving social and political attitudes, the impact of the media and the company's competitors, have all been taken into account. The ways in which the brand has emerged and evolved is discussed within the context of commercial, social and political factors

Exploring a Culture of Learning with Technology: An Ethnographic Content Analysis of the Activity of Learning with Educational iPad Apps

This study explored the culture of learning with educational iPad apps using activity theory as a guiding framework. First, the top nine educational apps were tracked in the Top Charts section of Apple’s App Store for a duration of four months. The nine sampled apps, selected based on their frequency of appearance, included Toca Hair Salon 2, Stack the States, Endless Alphabet, Mickey Mouse Clubhouse: Wildlife Count Along, Wild Kratts Creature Power World Adventure, Wallykazam! Letter and Word Magic, Starfall Learn to Read, Dr. Panda’s Restaurant 2, and Bug Art. The descriptions, version updates, app content, and customer reviews for each app were digitized, coded, and analyzed in Dedoose using the Activity Checklist. Additionally instructional analysis diagrams were developed to provide insight into the user interface and actions. Results of the study were presented in the form of nine portraits. The overview and relevant instructional characteristics were detailed for each app. The final chapter examined the broader implications of the app experience. The technology, the instruction, the adult guide, and the App Store were identified as mediating factors that contributed to the dynamic app culture