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PictoPal en de factoren voorkennis, task-comprehension, betrokkenheid en belemmeringen - Onderzoek naar de invloed van voorkennis op de task-comprehension, betrokkenheid en belemmeringen van een kind in het gebruik van het programma PictoPal

Kramer, J.C.M. (2012) PictoPal en de factoren voorkennis, task-comprehension, betrokkenheid en belemmeringen - Onderzoek naar de invloed van voorkennis op de task-comprehension, betrokkenheid en belemmeringen van een kind in het gebruik van het programma PictoPal.

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Abstract:Many factors influence the use of educational materials for young children. The major parts of these factors are typically dependent on the individual child. The development processes of children are therefore not the same for each child. The children may differ in terms of pre-knowledge, understanding of the task to be performed, the so called task-comprehension, the engagement and any obstacles that the child is experiencing. This study examined the connection between the differences of children in these factors and the use of an ICT application. The four factors are associated with the use and results of the computer program PictoPal that focuses on the development of early literacy and specifically on the development of the understanding of the role of written language in children in the age of four and five. ICT applications can contribute to the development of early literacy when the application is designed and operated in a manner consistent with the development of the children. In order to be consistent with the development of the different children, the respondents in this study are divided into three different groups according to their level of language development. With these level groups was examined whether they differ in terms of the task-comprehension, the engagement and the obstacles and if there is any agreement found within this level at the same factors. This happened within a study of primary school children in kindergarten using a test, video recordings of the activities and interviews with the children after each PictoPal lesson. The results of the three level groups on the factors task-comprehension and engagement were largely expected. The level of pre-knowledge can be related to the level of these factors. With the factor ‘obstacles’ the children in the average level group had relatively the least barriers followed by the high and low level group. But when we look at the influence of pre-knowledge at the three factors, it can only be said that the pre-knowledge can influence the engagement of children with high and average pre-knowledge. At the other factors there was no agreement within the level group or did the level group differ not as expected with the other groups.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/62338
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