Questions for Annotated Bibliography: “Using Electronic Books to Promote Vocabulary Development”
1. How did the teacher use technology in this lesson/approach? Details – time, activities, products, etc.
This article was actually from a study to determine the effective use of using eBooks to help students with their vocabulary. There were 2 groups of children; one control group of 11 children and the experiment group had 11 children. Both groups listened to a poem (New Kid on the Block: Poems by Jack Prelutsky) read out loud on the computer. The eBook was an interactive that had target words for the children to click on. After which they were asked if they understood the target word or not based on the information they were given through the interactive. When the eBook was complete the children were given a posttest to see if they were able to identify and define the target words.
2. How did the students use technology? Details – time, activities, products, etc.
The students used computers to access the eBook. Through the eBook the children are read out loud the poem. Then on each page there are 2 or 3 target words that the children click on and then watch the animation that go with the word to define it. In the control group after the children click on the target word, but they still do not understand what the word means they were told by the researcher to keep watching the animation until they understood. In the experimental group, the same thing was conducted except when the children did not understand the target word. Instead of being told to keep watching the animation, they were given an example of the target word from the research. Then when the children could explain what the target word meant back to the researcher they were able to move on.
3. How were students assessed? How were students’ content knowledge, skills, and/or technology skills evaluated?
Researches administered a posttest to the children in both groups to see if they could correctly identify all 6 target words from each section of the eBook. Prior to the study none of the students had ever read the eBook or were familiar with what it was about.
4. How were students provided feedback, remediation, and scaffolding?
The students were not given back any feedback, remediation, and scaffolding. However, the researchers were able to determine from the data of the study that the experimental group was able to identify 4 to 6 target words correctly on the post test administered. Four of the eleven children were able to identify all 6 target words correctly. None of the children in the control group were able to correctly identify all 6 target words.
March 8 – Annotated Bibliography on e-books
Questions for Annotated Bibliography: “Using Electronic Books to Promote Vocabulary Development”
1. How did the teacher use technology in this lesson/approach? Details – time, activities, products, etc.
This article was actually from a study to determine the effective use of using eBooks to help students with their vocabulary. There were 2 groups of children; one control group of 11 children and the experiment group had 11 children. Both groups listened to a poem (New Kid on the Block: Poems by Jack Prelutsky) read out loud on the computer. The eBook was an interactive that had target words for the children to click on. After which they were asked if they understood the target word or not based on the information they were given through the interactive. When the eBook was complete the children were given a posttest to see if they were able to identify and define the target words.
2. How did the students use technology? Details – time, activities, products, etc.
The students used computers to access the eBook. Through the eBook the children are read out loud the poem. Then on each page there are 2 or 3 target words that the children click on and then watch the animation that go with the word to define it. In the control group after the children click on the target word, but they still do not understand what the word means they were told by the researcher to keep watching the animation until they understood. In the experimental group, the same thing was conducted except when the children did not understand the target word. Instead of being told to keep watching the animation, they were given an example of the target word from the research. Then when the children could explain what the target word meant back to the researcher they were able to move on.
3. How were students assessed? How were students’ content knowledge, skills, and/or technology skills evaluated?
Researches administered a posttest to the children in both groups to see if they could correctly identify all 6 target words from each section of the eBook. Prior to the study none of the students had ever read the eBook or were familiar with what it was about.
4. How were students provided feedback, remediation, and scaffolding?
The students were not given back any feedback, remediation, and scaffolding. However, the researchers were able to determine from the data of the study that the experimental group was able to identify 4 to 6 target words correctly on the post test administered. Four of the eleven children were able to identify all 6 target words correctly. None of the children in the control group were able to correctly identify all 6 target words.