Abstract
ABSTRACT Interest in providing one-to-one technology to students is increasing, particularly in low-income schools. This study examined the impact of one such approach on kindergartners’ math and literacy development during an academic year in a small urban public school district. A district-wide outreach program provided tablets to every kindergarten student in the district. Classrooms were randomly assigned within schools to receive either: (1) just the tablets or (2) tablets loaded with digital resources supporting foundational math skills. Qualitative data indicated that teachers appreciated having the tablets and believed that the resources improved instruction. Unexpectedly, findings indicated that while children’s literacy skills may have benefited from access to the digital math resources, their math skills did not. Overall use of the digital math resources was low in treatment classrooms. Digital resources show some promise in impacting some children’s foundational skills, but access to resources alone was not enough to improve targeted skills.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
