Abstract
In recent years, recommended e-books have drawn increasing attention from early childhood education professionals. This study applied a quantitative descriptive features analysis of cost (n = 70) and no-cost (n = 60) e-books recommended by the Texas Computer Education Association. While t tests revealed no statistically significant differences between features of cost and no-cost e-books, certain features were present in cost e-books that occurred more frequently. In discussing the implications, emphasis is placed on connecting use of e-books to planned activities having specific learning objectives, targeted instructional strategies, and consideration of universal design for learning principles.
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Parette, H.P., Blum, C. & Luthin, K. A Quantitative Features Analysis of Recommended No- and Low-Cost Preschool E-Books. Early Childhood Educ J 43, 27–36 (2015). https://doi.org/10.1007/s10643-014-0646-5
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DOI: https://doi.org/10.1007/s10643-014-0646-5