Skip to main content

Advertisement

SpringerLink
Log in

A Quantitative Features Analysis of Recommended No- and Low-Cost Preschool e-Books

  • Published:
Early Childhood Education Journal Aims and scope Submit manuscript

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Blum, C., & Parette, H. P. Universal design for learning and technology in the early childhood classroom. In K. L. Heider & M. R. Jalongo (Eds.), Young children and families in the information age: Applications of technology in early childhood. New York, NY: Springer (in press).

  • Blum, C., & Parette, H. P. (2013). Using instructional strategies in early childhood classrooms (ARRANGE IT). In H. P. Parette & C. Blum (Eds.), Instructional technology in early childhood: Teaching in the digital age (pp. 51–72). Baltimore, MD: Brookes.

    Google Scholar 

  • Buckleitner, W. (2011). The children’s e-book revisited. Children’s Technology Review, 19(1), 6–10.

    Google Scholar 

  • Chiong, C., Ree, J., Takeuchi, L., & Erickson, I. (2012). Quick report: Print books vs. e-books. Comparing parent-child co-reading on print, basic, and enhanced e-book platforms. Retrieved from http://www.joanganzcooneycenter.org/wp-content/uploads/2012/07/jgcc_ebooks_quickreport.pdf.

  • Conn-Powers, M., Cross, A., Traub, E., & Hutter-Pishgahi, L. (2006). The universal design of early education: Moving forward for all children. Beyond the Journal [Online]. Retrieved from http://www.naeyc.org/files/yc/file/200609/ConnPowersBTJ.pdf.

  • Darragh, J. (2007). Universal design for early childhood education: Ensuring access and equity for all. Early Childhood Education Journal, 35, 161–171.

    Google Scholar 

  • de Jong, M. T., & Bus, A. G. (2002). Quality of book-reading matters for emergent readers: An experiment with the same book in a regular or electronic format. Journal of Educational Psychology, 94, 145–155.

    Article  Google Scholar 

  • de Jong, M. T., & Bus, A. G. (2003). How well suited are electronic books to supporting environments. Reading & Writing Quarterly, 15, 127–168.

    Google Scholar 

  • Diamond, K. E., Justice, L. M., Siegler, R. S., & Snyder, P. A. (2013). Synthesis of IES research on early intervention and early childhood education. Washington, DC: National Center for Special Education Research, Institute of Education Sciences. Retrieved from http://ies.ed.gov/ncser/pubs/20133001/pdf/20133001.pdf.

  • Felvégi, E., & Matthew, K. I. (2012). e-Books and literacy in K-12 schools. Computers in the Schools, 29, 40–52.

    Article  Google Scholar 

  • Gillis, A., Luthin, K., Parette, H. P., & Blum, C. (2012). Using VoiceThread to create meaningful receptive expressive learning activities for young children. Early Childhood Education Journal, 40, 203–211.

    Article  Google Scholar 

  • Guernsey, L. (2011). Are e-books any good? [Blog post]. Retrieved from http://www.schoollibraryjournal.com/slj/printissuecurrentissue/890540-427/are_e-books_any_good.html.csp.

  • Judge, S. (2006). Constructing and assistive technology toolkit for young children: Views from the field. Journal of Special Education Technology, 21(4), 17–24.

    Google Scholar 

  • Korat, O., & Shamir, A. (2004). Do Hebrew electronic books differ from Dutch electronic books? A replication of a Dutch content analysis. Journal of Computer Assisted Learning, 20, 257–268.

    Article  Google Scholar 

  • Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2011). Developmentally appropriate curriculum. Best practices in early childhood education (5th ed.). Upper Saddle River, NJ: Pearson.

    Google Scholar 

  • Labbo, L. D., & Kuhn, M. R. (2000). Weaving chains of affect and cognition: A young child’s understanding of CD-ROM talking books. Journal of Literacy Research, 32, 187–210.

    Article  Google Scholar 

  • Lieber, J., Horn, E., Palmer, S., & Fleming, K. (2008). Access to the general education curriculum for preschoolers with disabilities: Children’s school success. Exceptionality, 16(1), 18–32.

    Google Scholar 

  • Luthin, K., Friberg, J., & Parette, H. P. (2013). Shared story reading: A comparison between print books and e-books (Unpublished master’s capstone paper). Normal, IL: Illinois State University.

    Google Scholar 

  • Luthin, K., Parette, H., & Blum, C. (2012). Features analysis of TCEA e-books [Wiki]. Retrieved from http://bit.ly/V7yqBc.

  • Mayer, R. E. (2001). Multimedia learning. New York, NY: Cambridge University Press.

    Book  Google Scholar 

  • Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13, 125–139.

    Article  Google Scholar 

  • Mayer, R. E. (Ed.). (2005). The Cambridge handbook of multimedia learning. New York, NY: Cambridge University Press.

    Google Scholar 

  • Meadan, H., Blum, C., & Parette, H. P. (2013). CHECK IT: Assessment and evaluation in technology-supported early childhood classrooms). In H. P. Parette & C. Blum (Eds.), Instructional technology in early childhood: Teaching in the digital age (pp. 73–94). Baltimore, MD: Brookes.

    Google Scholar 

  • National Association for the Education of Young Children. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf.

  • National Association for the Education of Young Children. (n.d.). A call for excellence in early childhood education. Retrieved from http://www.naeyc.org/policy/excellence.

  • Parette, H. P., & Blum, C. (2013). Instructional technology in early childhood classrooms: Helping all children learn. Baltimore, MD: Brookes.

    Google Scholar 

  • Parette, H. P., Blum, C., & Quesenberry, A. C. (2013a). The role of technology for young children in the 21st century. In H. P. Parette & C. Blum (Eds.), Instructional technology in early childhood: Teaching in the digital age (pp. 1–28). Baltimore, MD: Brookes.

    Google Scholar 

  • Parette, H. P., Hourcade, J. J., Blum, C., Watts, E. H., Stoner, J. B., Wojcik, B. W., et al. (2012). Technology user groups and early childhood education: A preliminary study. Early Childhood Education Journal [Online], 29, 1–9.

    Google Scholar 

  • Parette, H. P., Peterson-Karlan, G. R., & Blum, C. (2013b). Integrating technology in early childhood classrooms. In H. P. Parette & C. Blum (Eds.), Instructional technology in early childhood: Teaching in the digital age (pp. 29–50). Baltimore, MD: Brookes.

    Google Scholar 

  • Pearman, C. J., & Chang, C. W. (2010). Scaffolding or distracting: CD-ROM storybooks and young readers. TechTrends, 54, 52–56.

    Article  Google Scholar 

  • Peurling, B. (2012). Teaching in the digital age. Smart tools for age 3 to grade 3. St. Paul, MN: Redleaf Press.

    Google Scholar 

  • Roskos, K., Burstein, K., You, B., Brueck, J., & O’ Brien, C. (2011). A formative study of an e-book instructional model in early literacy. Creative Education, 2(1), 10–17.

    Article  Google Scholar 

  • Sandall, S., Hemmeter, M. L., Smith, B. J., & McLean, M. E. (2005). DEC recommended practices. A comprehensive guide for practical application in early intervention/early childhood special education. Missoula, MT: Division for Early Childhood.

    Google Scholar 

  • Shamir, A., & Korat, O. (Eds.). (2013). Technology as a support for literacy achievements for children at risk. New York, NY: Springer.

    Google Scholar 

  • Shamir, A., Korat, O., & Fellah, R. (2012). Promoting vocabulary, phonological awareness and concept about print among children at risk for learning disability: Can e-books help? Reading and Writing, 25(1), 45–69.

    Article  Google Scholar 

  • Shuler, C. (2012). iLearn II. An analysis of the education category of Apple’s App Store. New York: Joan Ganz Cooney Center at Sesame Workshop. Retrieved from http://www.joanganzcooneycenter.org/upload_kits/ilearnii.pdf.

  • Simon, F., & Nemeth, K. (2012). Digital decisions. Choosing the right technology tools for early childhood education. Lewisville, NC: Gryphon House.

    Google Scholar 

  • Stockall, N. S., Dennis, L., & Miller, M. (2012). Right from the start: Universal design for preschool. Teaching Exceptional Children, 45(1), 10–17.

    Google Scholar 

  • Texas Computer Education Association. (n.d.a). TCEA-iPad apps. Retrieved from http://www.tcea.org/ipad.

  • Texas Computer Education Association. (n.d.b). TCEA-recommended iPod apps. Retrieved from https://docs.google.com/spreadsheet/ccc?key=0At6rnmB5cDEPdDFkcmhoTUpQNUZzMlZMNXc3SEwyRmc#gid=0.

  • Vaala, S. (2012). iPad and skills-not just a cool toy [Web blog post]. Retrieved from http://joanganzcooneycenter.org/Cooney-Center-Blog-223.html.

  • Wood, C., Pillinger, C., & Jackson, E. (2010). Understanding the nature and impact of young readers’ literacy interactions with talking books and during adult reading support. Computers & Education, 5, 190–198.

    Article  Google Scholar 

  • Zucker, T. A., Moody, A. K., & McKenna, M. C. (2009). The effects of electronic books on pre-kindergarten-to-grade 5 students’ literacy and language outcomes: A research synthesis. Journal of Educational Computing Research, 40(1), 47–87.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Illinois State University, Normal, IL, USA

    Howard P. Parette, Craig Blum & Katie Luthin

Authors
  1. Howard P. Parette
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Craig Blum
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Katie Luthin
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Katie Luthin.

Rights and permissions

Reprints and permissions

About this article

Cite this article

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, 181–190 (2015). https://doi.org/10.1007/s10643-013-0611-8

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10643-013-0611-8

Keywords

Search

Navigation