|Action Research Report
By Brian A Briggs
|Review Of Literature||References||Action Research Report (pdf)|
In recent years, technology has not addressed child-centered activities in the Kindergarten curriculum. The vast majority of technology activities being developed for the classroom are for students in late primary grades and older. It is a challenge to utilize technology effectively at the Kindergarten level because many teachers and administrators are unsure how to move beyond computer-assisted based software programs with young students.
Can technology be incorporated into the Kindergarten curriculum to increase word recognition abilities?
The research utilizes an Action Research paradigm for the purpose of this study. The treatment group used digital cameras to define the environment around them, while the control group had no exposure to the technology.
Students in the control group scored higher in word recognition retention by at least 60% after four weeks of the study.
I think that use of this project throughout the curriculum, not just Kindergarten, would be a benefit for all. Digitally recording experiences, objects and new vocabulary terms will help students retain and identify new words. I strongly suggest the use of this project or one similar, where the use of digital cameras can aide the recording of new information.
Key Words: Digital cameras, Kindergarten, Word Recognition, Emergent Literacy, Constructivism, Technology in Kindergarten