An evaluation of a children's 'classic' on CD-ROM

The market for children's electronic books in CD-ROM format is fast developing. Europress Software released in May 1995 the first of what they hope will be a series of children's classics. This study examines the way in which this classic is presented, how it is received by end users, both children and adults and what the potential is for such products. The use of such a format for delivering children's classics is also examined in terms of its advantages and disadvantages. A list of suggestions for future products, both in terms of content and suitable titles is also included

Utilization of Electronic Information at IPR Library : A Case Study

Providing electronic information to its patrons has become a common feature of many special libraries. Most of the library services are being provided electronically in developed countries. A case study of IPR Library is presented. It discusses how IPR library has taken the challenge of the new emerging technologies and increasing demands of its users by adopting electronic information sources and services and how it generates value added electronic information for its patrons. It also indicates how a small special library can be converted or convert into an electronic library

Print Awareness: a Comparison Between Print and Electronic Assessments in Typically Developing Preschool Children

This study compared print and electronic formats of the Concepts About Print (CAP) assessment in typically developing preschool children. The researchers were interested in comparing print awareness skills using two different reading modalities. Independent variables were mode of presentation and age, dependent variables were the CAP scores. To account for a learning curve, two different versions of the CAP assessment were used and counterbalanced. Modes of presentation was also counterbalanced. Examiners achieved a 98.24% agreement (K = 0.964) across 40% of all assessments. A significant correlation (r =.919) was found between the scores on the CAP and scores on the eCAP. A paired samples t-test showed no significant difference in scores based on mode of presentation (t (14) = .29, p = 0.779, 95% CIs [-.86757, 1.13423]). Further research is needed to increase the sample size, the diversity of the sample population, and examine interaction effects between age and mode of presentation. Additional research is also needed to investigate effect of gender, socioeconomic status, multiple languages, and amount of exposure to electronic text on eCAP performance

Reviewing Software as a Means of Enhancing Instruction

A software review procedure developed by the authors is described. The procedure centers around a form that extends the functionality of traditional software evaluation forms by enhancing the use of the computer software in the early childhood classroom. The form encourages teachers to discover ways a piece of software can be integrated across disciplines and used as an anchor for instruction. Users of the review form are also encouraged to examine ways the software motivates the user to remain engaged in its use. The majority of the review form emphasizes the important role of the teacher in identifying outcomes or skills, which may be acquired while using the software. Outcomes or skills are divided into nine areas of development: (a) physical development, (b) social/emotional development, (c) language development, (d) math/science development, (e) problem solving development, (f) self-esteem/confidence development, (g) aesthetic development, (h) multicultural awareness, and (i) creativity development. After addressing the outcomes in the nine areas of development, the reviewer creates activities, which can be applied to those areas. The review form was developed as an aid to educators in using software, which is age appropriate and individually appropriate

Meeting the Digital Literacy Needs of Growing Workforce

Assessment of computer literacy needs from the perspective of potential workforce development is an important part of an educational program involving adult learners. About 22 percent of adults currently entering the labor market possess the technology skills that are required for 60% of new jobs. This paper describes the training provided to tutors and trainers of adult learning centers in Hampton Roads Virginia. Results showed that the trainees, prior to the training, had limited access to computer technology and needed training in incorporating computer technology in the curriculum. After the training, trainees have shown increased levels of comfort with various software, including Word Processing programs, such as MS Word, Power Point, Netscape, Hyperstudio and MS Frontpage. Training the trainers can be more effective in reaching a larger population for creating opportunities to access global information for the workforce

Children’s reading with digital books: past moving quickly to the future

Digital books, such as e-books, story apps, picture book apps, and interactive stories, are narratives presented on touchscreens with multimedia and interactive features. Evidence suggests that early reading of print versus digital books is associated with different patterns of parent–child engagement and children’s outcomes. Parents’ verbal scaffolding, children’s age, and the congruence between a book’s narrative and its interactive and multimedia features are three documented process variables that explain the difference between reading print and digital books. To maximize the added value of digital books for children, we need to study the interaction among the characteristics of parents, children, and books; we also need to target these interactions through interventions and through collaborations between designers and researchers

Teacher-Led Read Alouds and Electronic Books to Engage Students and Enhance Achievement in the Area of Comprehension

Teacher-Led Read Alouds and Electronic Books to Engage Students and Enhance Achievement in the Area of Comprehensio