|Published online: May 31, 2016||$US5.00|
Although integrating digital media has been one of the foci discussed in the field of education, a limited number of research studies examined preschool-aged children from low socioeconomic preschools—specifically, those who are also English Language Learners (ELL) were not sufficiently discussed. Considering digital media as a helpful medium for young children’s mathematical learning, this paper aims to provide valuable information about iPad instruction for ELLs and non-ELLs of low-income preschools by focusing on the math concepts of counting and number recognition. Because none of these studies above discussed iPad uses for young ELLs in low-income preschools, this paper will be important in understanding iPad-based instruction of mathematical learning for the children in a more effective way. The research showed significant improvement for both ELL and non-ELL status participants. ELLs had learned basic math concepts more effectively without verbal instructions with iPad apps. There was no significant difference regarding gender.
|Keywords:||Low-income Preschool Children, Mathematical Learning, Digital Media, ELL, Non-ELL|
The International Journal of Early Childhood Learning, Volume 23, Issue 3, September 2016, pp.1-10. Article: Print (Spiral Bound). Published online: May 31, 2016 (Article: Electronic (PDF File; 623.211KB)).
Associate Professor, Department of Teacher Education, Miami University, Oxford, Ohio, USA
Graduate Student, Miami University, Oxford, OH, USA