Therese Miller
Developing numeracy skills using interactive technology in a play-based learning environment
University of Prince Edward Island
purpose study measure impact interactive technology form mathematical applications apps delivered using ipads kindergarten childrens learning number sense playbased learning environment secondly factors influencing use interactive technology playbased environment examined technology introduced small n 13 rural kindergarten classroom using experimental design embedded mixed methods approachthe teacher keen introduce technology class selfdescribed beginner using ipads personal teaching tasks small gains noted control intervention groups significant children observed collaborating supported prior research another observation related attention span app became challenging children would abandon app use trial error method move next level lastly given choice children drawn creative entertaining apps rather apps pedagogically accurate less creative although large gain achievement using interactive technology promoted student collaboration engagement playbased learning environmentsmall gains mathematics achievement high levels engagement suggest using interactive technology kindergarten classroom enhances learning mathematics factors influencing use interactive technology included quality app creative fun apps promoted childrens engagement learning mathematics level difficulty app second factor influencing childrens use interactive technology difficulty level challenging children became disengaged app