8013wk11assgn

1

Further refine your paper to include a sample theoretical or conceptual framework and a sample research question. Include the following:

· Identify one theorist and theory.

· Explain the primary postulates of the theory and how they relate to your problem and purpose.

· Review two to three major research studies related to the framework and your study.

· Clearly explain how the theory or conceptual framework aligns with your problem, purpose, and research questions. What ties them together?

· Provide a research question.

By Day 7

To complete:

· Make revisions to your capstone  paper based on feedback.

· Include the sample framework and research question.

· Complete and submit this Assignment in complete APA style, following the “APA Course Paper Template With Advice (7th ed.)” document found in the Learning Resources.

Use the template provided in the announcements, discussion board, and Doc Sharing!

Note that I often highlight the most important revisions needed in blue.

	Novice	Emerging	Proficient	Advanced	Points
	1 (10%) Fulfills minimal expectations of the assignment. Key components are not included.	1.6 (16%) Most parts of assignment are completed. Topics are not fully developed.	1.8 (18%) All parts of the assignment are completed, with fully developed topics.	2 (20%) Assignment exceeds expectations, integrating additional material, information, or both.	1.4
Adherence to Assignment Expectations	1 (10%) Assignment demonstrates minimal understanding of the course or module’s criteria.	1.6 (16%) Assignment demonstrates some understanding of the course or module’s criteria.	1.8 (18%) Assignment demonstrates a clear understanding of the course or module’s criteria.	2 (20%) Assignment demonstrates an exceptional understanding of the course or module’s criteria.	1.4
Assimilation and Synthesis of Ideas	1 (10%) Shows a minimal understanding of the assignment’s purpose.	1.6 (16%) Shows some degree of understanding of the assignment’s purpose.	1.8 (18%) Demonstrates a clear understanding of the assignment’s purpose.	2 (20%) Demonstrates a clear understanding of the assignment’s purpose as well as the intellectual ability to explore and implement key instructional concepts.	1.4
Assimilation and Synthesis of Ideas	1 (10%) Does not include specific information from course videos or required readings.	1.6 (16%) Minimally includes specific information from course videos or required readings.	1.8 (18%) Includes specific information from course videos or required readings to support major points.	2 (20%) Demonstrates exceptional inclusion of major points, using creditable sources, in addition to course videos or required readings.	1.4
Written Expression and Formatting	1 (10%) The quality of writing, APA formatting, or both are minimally acceptable for advanced graduate level work. The writing has many grammatical or mechanical errors. (1 point) The writing includes some attempt to convey ideas, but they need to be expressed more clearly and concisely.	1.6 (16%) Somewhat represents scholarly, advanced graduate-level writing. The writing shows more than a few grammatical or mechanical errors. Generally, follows APA style, but the elements of effective communication, such as an introduction and conclusion, are not included.	1.8 (18%) Work is well organized and uses mostly correct APA formatting throughout with few, if any, grammatical or mechanical errors. The elements of effective communication, such as an introduction and conclusion, are included.	2 (20%) Work represents scholarly writing in correct APA format; effective sentence variety; and clear, concise, powerful expression. The entire piece is well organized and includes an introduction and conclusion.	1.4
Total Points: 10	Late Paper -1 6.0

Emerging New Technologies in Early Childhood Education

Lua Shanks

Dr. Steve

E.D.D. 8013

Walden University

Emerging New Technologies in Early Childhood Education Comment by Steve Wells: Audio comments: https://share.vidyard.com/watch/t8sijtQxjs9j5GgDhuEEtH?

Background

The Early Childhood Education (ECE) practice is faced with many challenges ranging from inadequate teaching and learning resources, lack of government goodwill, to financial constraints to facilitate teaching operations. Dziuban et al. (2018) highlighted several challenges faced by Childhood education. The scholars argue that poor teaching programs and environments for ECDE teachers are among the hurdles facing early childhood education. Aydin et al. (2017) also established that a high pupil-teacher ratio hinders the implementation of early childhood education. Nonetheless, early childhood educators can improve the teaching-learning environment in Early Childhood Education by integrating audiovisual technologies in the teaching-learning setup.

Problem Statement

The problem is that many early year teachers in the current education sector do not have enough ICT equipment and expertise at their disposal to adequately deliver holistic instruction to early year learners. According to Aydin et al. (2017), educators are increasingly embracing new learning technologies but have poor technical skills, which hamper their capacity to use the technologies. For instance, far too many teachers in the education sector do not have the requisite phonics skills to teach early year learners how to read and spell words correctly (Dziuban et al., 2018). Consequently, too many children struggle to read and write effectively and eventually end up in the criminal justice system when education seems like a pointless endeavor to them. Comment by Steve Wells: No need to write consequences here, maybe in the purpose section “Increased understanding is important because ___________”

Research on emerging technologies in early ECE is replete with evidence that when children co-view a video with their parents or teachers and narrate stories, they learn new vocabularies better (Dziuban et al., 2018; Samudra et al., 2019). However, there is little evidence to suggest word learning from video is effective in teaching children who are less than two years old. Research shows that interactive video tutorials on touch-screen mobile devices improve the learning of vocabulary among ECE learners. Other studies show that interactive mobile devices improve ECE, and apps can be tailored to meet each learner's needs (Dziuban et al., 2018; Samudra et al., 2019). Therefore, there is a discernible gap in practice about financing and selection of the most effective audiovisual technologies in content delivery in Early Childhood Education. Comment by Steve Wells: You’ve drafted away from your problem. The problem is lack of “equipment and expertise…” So, you need to show evidence that the schools lack equipment and expertise. Comment by Steve Wells: I didn’t see any evidence from the lit about financing being a problem. Selection of the most effective tech is a different problem than what you stated above. See my last comment.

According to the template, you are missing a paragraph here about local evidence.

Gaps in Practice

The education sector continues to make significant investments to bring technologies to schools. However, such technological implementations are often more learner-centric than teacher-oriented. Additionally, there is an overreliance on computers as the newest technology being integrated in the ECE curriculum. Not only are computers expensive for many underprivileged students, but there areis other, more effective hi-tech equipment that can be used early years learners in the teaching-learning environment. For instance, word processing devices, talking books, and word banks are better than computers in teaching young children how to read and write. Moreover, teachers do not have sufficient equipment with which to monitor the progress of learners when they use these devices. However, research suggests that the use of web cams, interactive whiteboards, audio recorders, and other ICT tools can improve the learning experience for young children. Comment by Steve Wells: Need citation right here. Comment by Steve Wells: Need citation right here. Comment by Steve Wells: Need citation right here. Comment by Steve Wells: Need citation right here. Comment by Steve Wells: This paragraph does not align with the problem statement above.

Purpose Statement

The purpose of this study is to investigate the emerging newdetermine how best to integrate audiovisual technologies into ECE as well as possible ways to increase funding for ECE technology in the curriculum. In line with this goal, the research will explore the technologies used by educators to impart knowledge to early childhood learners. Apart from teachers’ ICT tools, this study will also examine audiovisual technologies used by early education students. The basis of this research is the idea that there is inadequate application of technology in the classroom which reduces the quality of learning in many ECE classrooms. Findings of this research will help improve the learning experience of early childhood learners by selection of the most appropriate audiovisual technologies to be used in ECE classrooms. Additionally, the study will suggest ways by which teachers can improve government goodwill towards blended learning to increase funding for technology in ECE. Comment by Steve Wells: I’m not saying that this is bad, just that it is not in alignment with your problem. If you want to study this, you need to re-write your problem and evidence for the problem.

Research Question

i. How best can various audiovisual equipment’s be used for blended learning for children under 10 years old in the State of California? Comment by Steve Wells: According to whom? Are you going to interview? If so, who will you interview.

Conceptual Framework

The social learning theory, which was originally developed by psychologist Albert Bandura emphasizes the significance of observation, replication of behaviors, attitudes, and feelings of others (Yılmaz, Yılmaz & Yılmaz, 2019). In principle, tThe social learning theory concurs with the postulates of the behavioral theory. For instance, both theories assert that there are mediating actions between stimuli and corresponding responses. Additionally, both the Social Learning Theory and the Behavioral Theory concur that animals learn behaviors from the environment by observing the actions of others (Yılmaz, Yılmaz & Yılmaz, 2019). These basic principles are relevant to the application of technology in ECE. In the teaching-learning environment, there exist stimuli that can be used in the learning process. Comment by Steve Wells: No first names, please. Comment by Steve Wells: Need date for Bandura primary reference here. Comment by Steve Wells: What behavior theory are you referring to. Give citation.

Bandura emphasizesd in the social learning theory that children observe the actions and behaviors of the people around them and assimilate them. In the well-known Bobo doll experiment, the psychologist assigned models to various children (Yılmaz, Yılmaz & Yılmaz, 2019). These models had certain behavioral characteristics that were to be replicated by the young children. The aim was for the kids to imitate and develop certain behaviors based on their observations. While developing his theory, Bandura believed that human beings are not passive learners, who automatically imitate behavior. There is a thought process involved and people can choose whether to imitate behaviors or not, based on a number of factors (Yılmaz, Yılmaz & Yılmaz, 2019). Thus, mental activity mediates observation and replication.

In the social learning theory, Bandura suggested four meditational stages between behavior observation and replication of behavior; attention, retention, replication, and, motivation (Yılmaz, Yılmaz & Yılmaz, 2019). An individual (in this case an early childhood leaner) has to first pay attention to the stimuli. Research is replete with evidence that young children pay higher levels of attention to the educational content when audiovisual teaching aids are used. Therefore, such findings suggest that emerging technologies will increase the attention span of ECE learners. Sustained attention in the teaching-learning environment improves the teaching-learning experience.

Another important postulate of the social learning theory is retention. When young children observe other people or inanimate objects such as mobile tablets, they remember their actions. However, since the behavior is mediated by a mental process, it may or may not be remembered. The application of interactive media makes the learning process more interesting for the learner, thus increasing the probability of retaining the content being delivered in the ECE classroom (Yılmaz, Yılmaz & Yılmaz, 2019). Even when there is short-term replication of the targeted behavior, there needs to be a memory to act as a point of reference in future.

The last two most important steps of the learning process in the social learning theory are reproduction of the desired behavior and motivation. In some instances, people can observe behaviors from others but fail to imitate them, despite repeated attempts to replicate them. For instance in teaching pronunciation, an ECE learner can use talking books in learning phonics but fail to pronounce the words correctly. This issue is even more prevalent among learners with special needs. Additionally, according to the social learning theory, for the behavior to be continually replicated, motivation is an important factor (Yılmaz, Yılmaz & Yılmaz, 2019). If the rewards of imitating an action outweigh its costs and consequences, the subject is more likely to replicate the behavior. The reverse is also true. Thus, all these mediating factors play a significant role in the learning process because they involve imitation and retention of behavior. Comment by Steve Wells: Please review the assignment directions and reduce this material down to about one paragraph.

Studies Relevant to the Theory

Research is replete with evidence which suggests blended learning is more effective as compared to traditional instructional methods. In his systematic review of the most prominent theories applicable to ECE, MacBlain (2018) identified Bandura’s social learning theories as one of the most influential theories in the practice. The scholar argues that children learn by imitating what they see or hear in their immediate environment. This assertion reinforces the idea that the increased audiovisual equipment in the learning environment will increase the attention span of learners. Additionally, since young learners consider electronic devices intriguing, there is better retention among learners who are exposed to emerging technologies, when compared to those who rely solely on the teacher’s input (MacBlain, 2018). Therefore, teachers should find ways to increase funding of ECE ICT projects, and select the most appropriate equipment for the teaching-learning process.

Other researchers such as Kontovourki et al. (2017) established that emergent literacy skills could significantly be boosted by increased exposure to digital media. The researchers argue that it is imperative for teachers to consider interactive video devices when instructing early childhood learners. Children retain the learned phonics better and spelled words more accurately when digital devices are used in the teaching-learning process (Kontovourki et al., 2017; MacBlain, 2018). Therefore, kids below the age of 10 should be seen as capable of learning using technology. Thus, teachers and other stakeholders in the education section should collaborate to integrate technology into ECE. The government is a major stakeholder and the apparent reluctance to integrate technology can be reduced by the constant research about the benefits on integrated learning. Comment by Steve Wells: Good, but reduce these two paragraphs to one. Delete about half of the material. Just follow the assignment directions.

References

Aydin, H., Ozfidan, B., & Carothers, D. (2017). Meeting the challenges of curriculum and instruction in school settings in the United States. Journal of Social Studies Education Research, 8(3), 76-92.

Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International journal of educational technology in Higher education, 15(1), 1-16.

Huda, M., Jasmi, K. A., Hehsan, A., Mustari, M. I., Shahrill, M., Basiron, B., & Gassama, S. K. (2017). Empowering children with adaptive technology skills: Careful engagement in the digital ınformation age. International Electronic Journal of Elementary Education, 9(3), 693-708.

Kontovourki, S., Garoufallou, E., Ivarsson, L., Klein, M., Korkeamaki, R. L., Koutsomiha, D., ... & Virkus, S. (2017). Digital literacy in the early years: Practices in formal settings, teacher education, and the role of informal learning spaces: A review of the literature.

MacBlain, S. (2018). Learning theories for early years practice. Sage.

Samudra, P. G., Flynn, R. M., & Wong, K. M. (2019). Coviewing Educational Media: Does Coviewing Help Low-Income Preschoolers Learn Auditory and Audiovisual Vocabulary Associations?. AERA Open, 5(2), 2332858419853238.

Yılmaz, M., Yılmaz, U., & Yılmaz, E. N. D. (2019). The relation between social learning and visual culture. International Electronic Journal of Elementary Education, 11(4), 421-427.