Abstract
This chapter discusses the potential role of computer-aided instruction for kindergarten children lacking in competencies fundamental to their school success. It is abundantly evident that the upcoming possibilities of technology as a new tool in education create new capacities of schools for fostering positive development of children at risk. Because this argument is supported by evidence and has been widely accepted, there has been a rapid expansion of software for preschool children in mathematics (e.g., Wilson et al., Mind Brain Educ 3:224–234, 2009), language (e.g., Bus et al., Better Evid Based Educ 1:16–17, 2009; Chap. 1 by Korat and Shamir, this volume), and literacy education (Saine et al., Child Dev 82:1013–1028, 2011; Van der Kooy-Hofland et al. Evidence-based computer interventions targeting phonological awareness to prevent reading problems in at-risk young students. In: Neuman SB, Dickinson DK (eds) Handbook of early literacy research, vol 3. Guilford Press, New York, pp 214–227, 2011). Despite significant investment over the last years in the development of software, the promise of technology as a scaled-up asset for fostering learning is not yet being realized. Compelling evidence from well-controlled studies shows that computer intervention’s efficacy is stunningly variable across program qualities and across child characteristics pointing to areas in which new research is needed.
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Acknowledgments
The research reported in this chapter was supported by a grant to Adriana G. Bus from the Dutch organization Kennisnet that aims at collecting and distributing knowledge and insights about ICT use in Dutch education.
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Bus, A.G., Kegel, C.A.T. (2012). Effects of an Adaptive Game on Early Literacy Skills in At-Risk Populations. In: Shamir, A., Korat, O. (eds) Technology as a Support for Literacy Achievements for Children at Risk. Literacy Studies, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5119-4_2
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