| Title: |
Learning Gains from the KinderTEK® iPad Math Program: Does Timing of a Preventative Intervention Matter? |
| Language: |
English |
| Authors: |
Cary, Mari Strand (ORCID 0000-0001-6685-1770); Kennedy, Patrick C.; Shanley, Lina; Clarke, Ben |
| Source: |
Journal of Special Education Technology. Dec 2021 36(4):321-335. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
15 |
| Publication Date: |
2021 |
| Sponsoring Agency: |
Institute of Education Sciences (ED); Office of Special Education Programs (OSEP) (ED/OSERS) |
| Contract Number: |
R324A110286; H327S140019 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Early Childhood Education; Elementary Education; Kindergarten; Primary Education |
| Descriptors: |
Kindergarten; Mathematics Instruction; Handheld Devices; Computer Assisted Instruction; Intervention; Program Effectiveness; Time; Educational Technology; Individualized Instruction; Prevention; Mathematics Achievement; Numeracy; At Risk Students |
| DOI: |
10.1177/0162643420928336 |
| ISSN: |
0162-6434; 2381-3121 |
| Abstract: |
A quasi-experimental design in six kindergarten classrooms (n = 123 students) was used to study the effects of the KinderTEK iPad-based math program on the math achievement of students in general education classrooms. Student math outcomes in three treatment ("early start") classrooms were compared to math outcomes for students in three comparison ("late start") classrooms. Results suggested that relatively brief exposure to KinderTEK produced gains on distal measures of early numeracy and that, on average, timing of intervention delivery did not impact end of year math outcomes. However, exploratory analyses suggested that earlier and longer use of KinderTEK may have provided a benefit for students most at risk in math. The utility of quasi-experimental studies within an overarching research program and implications for the adoption of technology-based math programs in kindergarten classrooms are discussed. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2022 |
| Accession Number: |
EJ1321634 |
| Database: |
ERIC |