Abstract
Technology integration into early childhood curriculum is recognized as a learning tool for young children. The purpose of this study was to investigate the integration of the iPod Touch into four-year-old classrooms in a learning center for individual reading and writing activities. The collected data was analyzed qualitatively and quantitatively based on assessments and observations using an embedded mixed research model. The results of the study indicated that iPod integration had a moderate effect on four-year-old early reading and writing concepts, yet teacher practices have significant influence in children’s development of literacy concepts.
Recommended Citation
Tanyel, Nur
(2018)
"Does the use of iPod Touch improve four-year-olds' early literacy concepts?,"
Teacher Education Journal of South Carolina: Vol. 12:
No.
1, Article 4.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol12/iss1/4