| Title: |
Exploring KinderTEK's Efficacy in Kindergarten Classrooms |
| Language: |
English |
| Authors: |
Mari Strand Cary (ORCID 0000-0001-6685-1770); Lina Shanley (ORCID 0000-0001-6243-374X); Keith Smolkowski (ORCID 0000-0003-2565-3297); Ben Clarke (ORCID 0000-0002-1021-1886); Ryann Crowley (ORCID 0000-0003-0416-4582) |
| Source: |
Grantee Submission. 2026. |
| Peer Reviewed: |
Y |
| Page Count: |
24 |
| Publication Date: |
2026 |
| Sponsoring Agency: |
Institute of Education Sciences (ED); Office of Special Education and Rehabilitative Services (OSERS) (ED) |
| Contract Number: |
R324A110286; R305A170044; H327S140019 |
| Document Type: |
Reports - Research |
| Education Level: |
Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Preschool Education |
| Descriptors: |
Kindergarten; Mathematics Achievement; Intervention; Program Effectiveness; Tablet Computers; Technology Uses in Education; At Risk Students; Numeracy; Mathematics Skills; Mathematical Concepts; Teacher Attitudes; Program Implementation; Outcome Measures; Individualized Instruction; Time on Task; Achievement Tests; Curriculum Based Assessment; Progress Monitoring; Preschool Teachers |
| Geographic Terms: |
Oregon; Pennsylvania |
| Assessment and Survey Identifiers: |
Measures of Academic Progress; easyCBM |
| Abstract: |
Students enter school with a range of prior learning experiences. Thus, kindergarten math programs that provide individualized instruction are highly desirable. This randomized control trial examined the effect of an iPad-based math program on kindergarten math achievement for 1368 students (690 treatment, 678 business-as-usual control) in 70 classrooms. Results of time by condition analyses revealed that students in both conditions made gains on measures of early number skill fluency, broad mathematics achievement, and proximal math concepts and content over the study period and there were no statistically significant differences in math achievement in treatment versus control classrooms. While teachers were generally satisfied with the program, implementation measures revealed broad variation in program use across classrooms. Measurement limitations, study timing and duration, the need to more closely monitor technology-delivered instruction and comparison conditions, and considerations for capturing implementation of individualized technologies are discussed. [This paper will be published in the "International Journal of Technology in Education."] |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2026 |
| Access URL: |
https://ijte.net/index.php/ijte |
| Accession Number: |
ED679597 |
| Database: |
ERIC |