Acceptability of Using Mobille App in Teaching Sight Words to Grade 2 Pupils of Selected Public

Elementary Schools in Calauan District, Division of Laguna

studies literature

FOREIGN LOCAL FOREIGN LOCAL

Profile of the Frick & Koh, (2009) dave marcial

teacher- 2014 Local
respondents in Technology skills
terms of instruction is an
important component
a. Educational of educational Abstract
Attainment technology courses,
which has been shown In a knowledge-
to raise pre-service driven
teachers' computer enterprise,
self-efficacy. mobile learning
Computer self- introduces new
efficacy, in turn, is ways for
positively related to students to learn
their self-efficacy for and educators to
technology teach. This
integration. Studies of paper
undergraduate investigates the
technology skills acceptability of a
instruction found that mobile
classroom interactions classroom
between instructors manager among
and students can teacher
influence students'
educators in
computer self-efficacy.
Central Visayas,
These relationships
Philippines.
are not well
Specifically, this
understood with
paper presents
respect to technology
findings from an
skills instruction of
empirical
pre-service teachers
investigation on
as there is a dearth of
such studies in
the level of
teacher education perceived
literature. This study usefulness and
addressed the gap by ease of use of
analyzing video the mobile
recordings of three classroom
educational manager. A total
technology classes to of 383
derive a taxonomy of responses from
classroom interactions 76 private and
that occur during public higher
technology skills education
instruction. Survey institutions were
and interview data included in the
were further used to analysis. The
determine how these instrument used
interaction categories in data gathering
influenced pre-service was a survey
teachers' computer questionnaire
self-efficacy. Based on adopted from the
these findings, we
first Technology
offer guidelines for
Acceptance
how teacher
Model by Davis
educators can foster
(1989). The
pre-service teachers'
study reveals
computer self-efficacy
that a mobile
through the process of
class record
technology skills
application is
instruction.
highly useful as
perceived by the
respondents (x̄ =
5.48). A mobile
class record
application is
also perceived to
be good in terms
of its ease of use
(x̄ = 5.32). The
result implies
that the
respondents will
assuredly accept
and use the
mobile tool in
their classroom.
It can be
concluded that
teacher
educators will
strongly adopt
the proposed
instructional tool
and integrate it
into their
teaching and
learning
activities. It is
highly
recommended
that the mobile
classroom
manager
application will
be developed in
accordance with
the teaching
practices of the
teacher
educators�
Relationship
between
Perceptions
towards m-APP
and the
Respondent’s
Demographic
and Technology
Ownership
Profile Table 8
shows the
results of chi-
square
computation for
determining if
significant
relationships
exist between
the acceptability
of a mobile
classroom
manager and
demographic
profile among
the respondents.
It is interesting to
note that the
study shows no
significant
relationship
between the
mobile
application and
the respondent’s
sex, age, status,
institution,
number of years
in teaching and
highest
educational
attainment. Age
category is
based on
Erikson’s stages
of development,
such as young
adulthood (19-
40), middle
adulthood (41-
65), and maturity
(66-death). The
results may be
compared to the
study of Lishan
Xuea, et al.,
(2012). They
found out that
age and
educational
attainment are
predictors of a
mobile phone-
based
intervention.
Similarly, this
study is opposite
to the result of
Ronggang Zhou,
Pei-Luen Patrick
Rau, Wei Zhang,
& Damin Zhuang
(2012) who
found out that
age is an
important factor
in using mobile
devices. Further,
the result may
compare to the
results of Fezile
Ozdamli, Emrah
Soykana, & Ezgi
Pelin Yıld (2013)
who found that
the level of use
of mobile
devices for male
students was
higher than
female students.
Perhaps, the
result of this
study is due to
being based in
HEIs.
Kanthawongs, P.
(2013)

A general finding
is

that computer
experience is
positively related
to computer
attitudes. The
more experience
teachers have
with

computers, the
more likely they
will report
positive attitudes
towards
computers.
(Rozell &
Gardner, 1999)

Positive
computer
attitudes are
expected to
foster computer
integration in the
classroom.
Other factors
frequently

related to ICT
integration
include age and
gender. (Shapka
& Ferrari, 2003)
Many
researchers
have stressed
the

se. Studies
report lower
levels of
classroom use of
computers by
female teachers,
for

example. In
contrast,
traditional
teacher beliefs
seem to have a
negative impact
on the integrated
classroom use

of computers.
(Hermans,
Tondeur, van
Braak, & Valcke,
2008

Theo, (2008)

The aim of this

study is to
examine the
attitudes towards
use of
computers
among pre-
service teachers.
A sample of 139
pre-service
teachers was
assessed for
their computer
attitudes using a
Likert type
questionnaire
with four factors:
affect (liking),
perceived
usefulness,
perceived
control, and
behavioural
intention to use
the computer.
The results of
this study
showed no
gender or age
differences
among pre-
service teachers
on computer
attitudes.
However, there
were significant
differences for
computer
attitudes by the
subject areas
that pre-service
teachers had
been trained
during their
university
education:
Humanities,
Sciences,
Languages and
General
(Primary).
Correlation
analyses
revealed
significant
associations
between years of
computer use
and level of
confidence, and
computer
attitudes.
Implications for
teacher training
and suggestions
for further
research are
provided.

Thomas &
O’Bannon (2014)

This study
examined the
digital native-
digital immigrant
dichotomy based
on the results of
a study involving
1095 teachers
from two states
in the
southeastern
United States.
The study
focused on age
as it relates to
the relationship
between the type
of mobile phone
they owned, their
support for the
use of mobile
phones in the
classroom, their
perceptions of
the benefits of
specific mobile
features for
school-related
work, and their
perceptions of
instructional
barriers. The
results indicated
that the age of
the teacher
matters,
however, not as
suggested by
Prensky (2001).
There were no
significant
differences in the
findings for the
teachers who
were less than
32 and the ones
who were 33-49;
however, they
both significantly
differed from
those over 50 in
mobile phone
ownership and
support for the
use of mobile
phones in the
classroom as
well as in their
perceptions
regarding the
useful mobile
features for
school-related
work and
instructional
barriers. In each
instance, the
older teachers
were less likely
to own
smartphones,
were less
supportive on all
items, were less
enthusiastic
about the
features, and
found the
barriers to be
more
problematic.

Zambrano, Juan
& Cano, Lina &
Presiga, Karen.
(2018).

Abstract

The analysis of
teachers'
perceptions with
reference to
pedagogical
uses of mobile
devices,
objective
of this
research, it
proposes the
recognition of
different
tendencies that
arise between
two main
positions. The
first one,
includes the
contributions,
which sustain
that teachers
consider mobile
tools
as facilitators
in the
acquisition of
learning due to
the wide
diversity of
resources,
content and
strategies that
mobile devices
allow. The
second,
collects the
contributions,
which ensure
that
teachers have
a negative
perception
regarding the
use of mobile
devices,
because there
is not an
accompaniment,
training or
reflection about
inclusion of
these
technological
tools in
curricular and
didactic
aspects.
The research
was
approached
from five
theoretical
categories that
arise from the
analysis:
content
distribution,
evaluation of
learning, class
interaction,
difficulties of use
and pedagogical
potentialities of
mobile devices

Discussion
O'Bannon and
Thomas [40]
affirm that
restriction of
the use of
mobile devices
at the
classroom is
associated,
among other
things, with the
age of the
teacher, the
debate
generated
between natives
and digital
immigrants, the
obstacles of
integration that
 include the
lack of access,
time, training,
technical
problems, the
attitude of the
teacher and the
school climate.
Indeed, older
teachers are the
most likely to
limit the
interaction
experiences
generated by
mobile devices
by restricting
their use,
due to their
perceptions
about these
tools are not
very positive.

b. Age Kanthawongs, P.
(2013)

A general finding
is

that computer
experience is
positively related
to computer
attitudes. The
more experience
teachers have with

computers, the
more likely they
will report positive
attitudes towards
computers. (Rozell
& Gardner, 1999)

Positive computer
attitudes are
expected to foster
computer
integration in the
classroom. Other
factors frequently

related to ICT
integration include
age and gender.
(Shapka & Ferrari,
2003) Many
researchers have
stressed the

se. Studies report

lower levels of
classroom use of
computers by
female teachers,
for

example. In
contrast, traditional
teacher beliefs
seem to have a
negative impact on
the integrated
classroom use

of computers.
(Hermans,
Tondeur, van
Braak, & Valcke,
2008

Theo, (2008)
The aim of this
study is to
examine the
attitudes towards
use of computers
among pre-service
teachers. A
sample of 139 pre-
service teachers
was assessed for
their computer
attitudes using a
Likert type
questionnaire with
four factors: affect
(liking), perceived
usefulness,
perceived control,
and behavioural
intention to use the
computer. The
results of this
study showed no
gender or age
differences among
pre-service
teachers on
computer attitudes.
However, there
were significant
differences for
computer attitudes
by the subject
areas that pre-
service teachers
had been trained
during their
university
education:
Humanities,
Sciences,
Languages and
General (Primary).
Correlation
analyses revealed
significant
associations
between years of
computer use and
level of
confidence, and
computer attitudes.
Implications for
teacher training
and suggestions
for further research
are provided.

Thomas &
O’Bannon (2014)

This study
examined the
digital native-digital
immigrant
dichotomy based
on the results of a
study involving
1095 teachers
from two states in
the southeastern
United States. The
study focused on
age as it relates to
the relationship
between the type
of mobile phone
they owned, their
support for the use
of mobile phones
in the classroom,
their perceptions of
the benefits of
specific mobile
features for
school-related
work, and their
perceptions of
instructional
barriers. The
results indicated
that the age of the
teacher matters,
however, not as
suggested by
Prensky (2001).
There were no
significant
differences in the
findings for the
teachers who were
less than 32 and
the ones who were
33-49; however,
they both
significantly
differed from those
over 50 in mobile
phone ownership
and support for the
use of mobile
phones in the
classroom as well
as in their
perceptions
regarding the
useful mobile
features for
school-related
work and
instructional
barriers. In each
instance, the older
teachers were less
likely to own
smartphones, were
less supportive on
all items, were less
enthusiastic about
the features, and
found the barriers
to be more
problematic.

Zambrano, Juan &

Cano, Lina &
Presiga, Karen.
(2018).

Abstract

The analysis of
teachers'
perceptions with
reference to
pedagogical uses
of mobile devices,
objective
of this research,
it proposes the
recognition of
different
tendencies that
arise between
two main
positions. The first
one, includes the
contributions,
which sustain
that teachers
consider mobile
tools
as facilitators in
the acquisition of
learning due to
the wide diversity
of resources,
content and
strategies that
mobile devices
allow. The
second, collects
the contributions,
which ensure
that
teachers have a
negative
perception
regarding the use
of mobile
devices, because
there is not an
accompaniment,
training or
reflection about
inclusion of
these
technological
tools in
curricular and
didactic aspects.
The research
was approached
from five
theoretical
categories that
arise from the
analysis: content
distribution,
evaluation of
learning, class
interaction,
difficulties of use
and pedagogical
potentialities of
mobile devices

Discussion
O'Bannon and
Thomas [40]
affirm that
restriction of the
use of mobile
devices at the
classroom is
associated,
among other
things, with the
age of the
teacher, the
debate generated
between natives
and digital
immigrants, the
obstacles of
integration that
include the lack
of access, time,
 training,
technical
problems, the
attitude of the
teacher and the
school climate.
Indeed, older
teachers are the
most likely to
limit the
interaction
experiences
generated by
mobile devices by
restricting their
use,
due to their
perceptions about
these tools are
not very positive.

c. Length of Gyamfi, S.
Teaching (2017)
Experience
This study sets
out to validate
and test the
Technology
Acceptance
Model in the
context of
Ghanaian pre-
service
teachers’
attitude towards
Information and
Communication
Technology in
teaching and
learning. To
achieve this aim,
the study
extended the
TAM framework
by adding
leadership
support and job
relevance as
exogenous
variables. Data
were randomly
collected from
380 pre-service
teachers who
were studying a
3-year Diploma
in Education
programme in
Ghana. Based
on a multiple
stepwise
regression
analysis, the
findings
suggested the
following: (1)
leadership
support
significantly
influenced
perceived ease
of use; (2) job
relevance
significantly
influenced
perceived
usefulness; (3)
perceived
usefulness
significantly
influenced
attitude towards
use; (4)
perceived ease
of use
significantly
influenced
attitude towards
use (5) the TAM
is significant for
pre-service
teacher
education
context except
the relationship
between PEU
and PU. The
findings of this
study contribute
to the literature
by validating the
Technology
Acceptance
Model in the
Ghanaian pre-
service teacher
education
context and
provide several
implications for
the research and
practice of ICT
adoption
development.

Montrieux, et al.
(2015)

ABSTRACT

This paper
investigates
teachers’ and
students’
perceptions
concerning the
impact of using
tablet devices for
teaching and
learning
purposes. An
explorative focus
group study was
conducted with
teachers (n = 18)
and students (n
= 39) in a
secondary
school that has
implemented
tablet devices
since 2012. The
general finding
of this study
shows that the
use of tablet
devices in the
classroom
setting has an
impact on both
teaching and
learning
practices. The
results suggest
that teachers
can be divided
into two
categories: the
innovative
teachers and the
instrumental
teachers.
Innovative
teachers attempt
to shift from a
teacher-centered
to a learning-
centered
approach. They
have changed
their teaching
style by
transforming
lessons in
accordance with
the advantages
tablet computers
can offer.
Instrumental
teachers seem
to use the device
as a ‘book
behind glass’.
The distinction
between the two
groups has
consequences
for both the way
courses are
given and how
students
experience
them. In general,
the introduction
of tablet devices
entails a shift in
the way students
learn, as the
devices provide
interactive,
media-rich, and
exciting new
environments.
The results of
this study
indicate that
policy makers
should consider
introducing
technical and
pedagogical
support in order
to facilitate both
teachers’ and
students’
understanding of
the full potential
of this kind of
technology in
education.

FINDINGS

The
“instrumental
teachers” are
defined by the
researchers and
described by the
participants as
those who did
not change their
beliefs about
their role after
the
implementation
of the tablet in
their classroom
and
consequently,
did not change
their teaching
style drastically.
Moreover, they
believe the
device has a
purely
instrumental
value since there
is no need to
reserve the
computer lab or
to copy
additional work
sheets. These
teachers
continue to
accomplish their
role in the same
way as before,
by stating that
the only
difference being
the replacement
of the textbook
by the tablet. In
sum, these
teachers use
tablet devices for
teaching and
learning as the
participants have
labelled: “a book
behind glass”. All
students state
that, apart from
using text-
processing
applications,
such as PDF
Expert, little time
is spent on
didactical
applications. In
addition, both
the students and
the teachers
claim that the
latter have
begun to take
more control in
the classroom.
Teachers seem
to fear losing
control over the
class due to the
presence of
tablet devices,
as these
teachers believe
students are
tempted to surf
social network
sites and play
games. Some
teachers
indicated they
experienced
difficulty dealing
with the shift
from their central
place, in front of
the classroom, to
a role in which
they had a less
controlling
function. In other
words, and
surprisingly, the
analysis of the
data showed that
implementing
innovative
technology
prompted
teachers with an
instrumental role
to become more
conservative.
This instrumental
behaviour could
be explained in
many ways. First
of all, most of
these teachers
stated that they
are disillusioned
by the lack of
material because
many editors
cannot follow or
provide adapted
digital material,
causing teachers
to feel pressured
into taking on the
role of authors.
Secondly, some
teachers
mentioned the
high workload,
due to the lack of
adequate
material and the
rapidness of the
implementation.
Thirdly,
instrumental
teachers
generally have a
traditional view
on education in
which they have
a central role in
the distribution of
knowledge. In
addition, due to
the novelty of the
tablet
implementation
and the school
being pioneer,
teachers
stipulate that not
many
professional
courses can be
followed.
Consequently,
these teachers
keep using tablet
devices in a
traditional way.
Fourthly, these
teachers claimed
many students
are distracted
the Internet
which was easier
accessible.
Finally, some
teachers are
uncertain as to
precisely how
the tablet
devices have an
added value. As
a consequence,
“instrumental
teachers” do not
seem to have
the desire or
energy to create
innovative
courses. In Fig
1, a number of
comments are
tabulated to
illustrate these
findings about
the “instrumental
teachers”.

Israelson, M.
(2014)

Research in the
field of learning
technologies has
clearly
established the
influential power
of teacher
factors on the
how technology
is used in
teaching and
learning. Bebell
& Kay (2010)
contend, “It is
impossible to
overstate the
power of
individual
teachers in the
success or
failure of 1:1
computing” (p.
48). Shapley,
Sheehan,
Maloney &
Caranikas-
Walker (2010)
offer further
insight into the
impact of
teachers stating,
“Teacher buy-in
for technology
immersion is
critically
important
because
students’ school
experiences with
technology are
largely dictated
by their
teachers” (p. 24).
In a 2012 study
Lowther, Inan,
Ross & Strahl
found evidence
that “Teachers
who have higher
technical skills
and hold positive
beliefs and
readiness are
more likely to
integrate
computers into
classroom
instruction” (p.
23). Ertmer
(1999) identified
two types of
barriers to
technology
integration into
curricula:
external, or first-
31 order,
barriers such as
lack of planning
time, access and
support, and
internal, or
secondorder,
barriers as
“teachers’ beliefs
about teaching,
beliefs about
computers,
established
classroom
practices and
unwillingness to
change” (p. 48).
These internal
barriers posed a
far more
significant
obstacle to
successful
technology
integration than
external barriers.
Ertmer,
Ottenbreit-
Leftwich, Sadik,
Sendurur &
Sendurur’s
(2012) study of
the alignment of
pedagogical
beliefs and
classroom
technology use
of exemplary
teachers found
that teachers
rated internal
factors of inner
drive and beliefs
as having the
most influence
on their use of
technology in
their instructional
practices. The
participant
teachers
conceptualized
their beliefs as
facilitating their
exemplary use of
technology for
instruction, while
they also
identified their
less successful
colleagues’
beliefs as a
significant barrier
to their use of
technology.
Ertmer and
colleagues
describe
teachers’ internal
barriers as the
“true
gatekeepers”
that must be
addressed if the
learning and
teaching
potential of
technology
integration is to
be fully realized.
Inan & Lowther
(2010) also
found that
teacher
readiness
(knowledge,
skills and
confidence to
teach with
technology) and
beliefs
(perceived value
of technology)
strongly
predicted the
outcomes of
one-to-one
technology
initiatives.
Drayton, Falk,
Stroud, Hobbs &
Hammerman
(2010)
connected how
teachers use
technology to
their judgment of
the benefits
afforded to their
teaching and to
their students’
learning and
engagement by
using the
particular
technologies.
There is ample
evidence that
teacher factors
including
knowledge,
beliefs, attitudes
and readiness
have a
significant
impact on the
implementation
of technology in
classrooms.

Theo, T. (2008)

(literature)

The results of
this study
showed no
gender or age
differences
among pre-
service teachers
on computer
attitudes.
However, there
were significant
differences for
computer
attitudes by the
subject areas
that pre-service
teachers had
been trained
during their
university
education:
Humanities,
Sciences,
Languages and
General
(Primary).
Correlation
analyses
revealed
significant
associations
between years of
computer use
and level of
confidence, and
computer
attitudes.
Implications for
teacher training
and suggestions
for further
research are
provided.

Mumtas, S.
(2006)

LITERATURE

This article
reports on the
literature
associated with
practising
teachers' uptake
of information
and
communications
technology
(ICT). Studies
reveal a number
of factors which
influence
teachers'
 decisions to use
ICT in the
classroom:
access to
resources,
quality of
software and
hardware, ease
of use,
incentives to
change, support
and collegiality in
their school,
school and
national polices,
commitment to
professional
learning and
background in
formal computer
training. The
review highlights
the role of
pedagogy and
suggests that
teachers' beliefs
about teaching
and learning with
ICT are central
to integration. It
is suggested that
successful
implementation
of ICT needs to
address three
interlocking
frameworks for
change: the
teacher, the
school and
policy makers.
Profile of the
parent-
respondents in
terms of

a. Age
Hill, Britanny
(2017)
Alexander,J
According to (2016)
Valcke (2010),
education, age, literature
and minority status
are demographic Low-income
characteristics that parents need to
relate to Internet be guided and
access in homes. informed that
These they can still be
demographic involved in their
characteristics 5 child’s
are also linked to education even
the number and without having
type of Internet to come to
restrictions that school. That’s
parents employ. why meeting
Education is an the parents in
important the middle with
demographic showing them
factor in Internet ways to help
access and them in their
restriction. Valcke child’s
(2010) found an education they
association will feel
between parental involved.
education levels Some ways
and Internet that parents
restrictions. Higher can be guided
education levels by teachers
were associated and school
with more Internet personnel, to
restrictions and help their child
lower education outside of
levels were school are
associated with work with their
fewer Internet child in the
restrictions (Valke, afternoons or
2010). Age is a evenings on
relevant factor for their homework
both parents and and have their
children. First, child read to
younger parents them before
often have more bed time. I feel
knowledge about if the parents
the Internet and show interest in
therefore use more their child’s
Internet restrictions education and
(Valcke, 2010). learning their
The opposite is child will want
true for older to work hard to
parents who tend show
to have less improvement
knowledge of the and to make
Internet and more them proud of
lenient Internet their success.
restrictions During the
(Valcke, 2010). same study
Second, the age of Rockwell talks
the child is about how
important when it parents of a
comes to Internet higher
restrictions. socioeconomic
Younger children status feel like
tend to have more they need to be
restrictions than more involved
older children in their child’s
because it is education by
expected that staying in
children become contact with
more responsible their child’s
with age (Valcke, teacher on a
2010). Lee (2013) regular basis
also states that the (Rockwell,
parents often 2011). Another
implement more factor that
diverse restrictive Rockwell looks
strategies on the at during his
younger child (e.g. study is the
limiting time spent level of
online, restricting education that
website access). a majority of
the parents
have.
Rockwell
reported that
parents that
contain a
higher
Venter, de Wet & education are
Swart (2016) more confident
with being
The third objective
involved in their
of the study was to
child’s
determine which
education,
factors influence
such as
the perceptions of
knowing
parents towards
information
mobile educational
about the
maths apps. The
material that
following factors
can help with
were investigated:
homework, and
age of child,
being able to
gender of parents,
sit down and
access that the
read with their
child has to a
child to help
mobile device and
them improve
exposure of
in their reading.
parents to maths
Rockwell
apps. Each of
shares that
these factors was
parents with a
divided into two
college
mutually exclusive
education
groups,
encourage their
represented in
children to
Table 5. This
attend school
criteria was
and later attend
selected due to the
college to help
fact that several
them better
international
their life so
studies on the
they can get a
perceptions of
job to help
parents toward the
support daily
use of mobile living. Using
technology technology to
highlighted the help students
effect of these master their
factors on the sight words will
perceptions of help students
parents (Grunwald gain knowledge
Associates LLC, and fluency
2013, Adiat, when it comes
Ahmad, & Ghazali, to reading.
2013, Chiong & “Reading
Shuler, 2010). The proficiency is
results of the t- arguably the
tests are provided most important
in Tables 6 academic skill
through 8 where needed for
the two groups in school
Table 5 were success” (Lo,
compared Plati, & Musti-
according to the Rao, 2015, p.
mean scores that 154). It is
parents provided known that
for Tables 2 students that
through 4. The first fall behind on
factor group, the basic
namely the age of reading skills
the child, reveals early on in their
no significant schooling will
difference between fall behind as
the mean scores of they get into
parents that have the higher
children 7 years grades if the
and younger and primary grades
parents that have to not focus on
children older than getting the
7 years in terms of basic
their perceptions understanding
about the learning of reading into
potential of maths the students’
apps (Table 6: t = - lives early on. It
1.005, p = 0.315) is known that
and the use of sight words are
maths apps at a major portion
 school (Table 7: t of the text
= -0.613, p = 0.54) students come
and at home across while
(Table they are
reading (Lo,
Plati, & Musti-
Rao, 2015)

b. Socio- Qishan
Economic Status Chen, Yurou
Kong, Wenyang
Gao, and Lei Mo
(2018)

The Influence of
Family SES on the
Parent–Child
Relationship and
Children’s Reading
Ability
Family SES plays
a crucial role in
children’s reading
ability
development.
Many studies have
made discoveries
regarding the
relationship
between SES and
reading ability
(Hoff, 2003; Noble
et al., 2006; Rowe
and Goldin-
Meadow, 2009). A
lot of research has
highlighted the
importance of SES
in children’s
reading ability in
the Chinese
cultural context
(Zhang et al.,
2013; Wen et al.,
2016; Chow et al.,
2017; Pan et al.,
2017; Su et al.,
2017) For
example, Zhang et
al.
(2013) examined
the relations
among SES,
vocabulary, and
reading with 262
children who had
diverse SES
backgrounds and
were followed from
ages 4 to 9 in
Beijing, China.
They found that
SES contributed to
variance in
phonological skills
and vocabulary in
the early
developmental
stages. A
longitudinal study
conducted by Su
et al.
(2017) investigated
the predictive
power of early
family factors for
children’s reading
literacy at the end
of primary school
with 262 Chinese
children. The
results indicated
that family SES
and parent–child
reading
engagement were
associated with
literacy skills. Wen
et al.
(2016) examined
the influence
mechanism of
family SES on
student reading
ability in China
based on a
questionnaire and
a reading test
completed by 574
eighth grade
students from two
medium-sized
counties. These
results also
verified the
influence of family
SES on children’s
reading ability.
It is often
considered that the
influence from
SES on children’s
academic
achievement tends
to be indirect, and
SES can initiate
changes in some
other factors
(Bradley and
Corwyn, 2002).
The mediating
variables of child,
family, and school
characteristics
may be substantial
channels for the
influence of SES
on academic
achievement
(Sirin, 2005). In
addition to material
and social
resources, non-
monetary factors
provided by the
family are
important for
children’s
academic
achievement (Kim
and Rohner,
2002; Tsui, 2005).
SES influences
academic
achievement and
cognitive
development
through a series of
family environment
variables such as
parents’
educational
expectations,
parenting ideas
and behaviors, and
the parent–child
relationship
(Bradley et al.,
2001; Yeung et al.,
2002).

McCloskey, et al.
(2018).

There were no
significant
differences in
overall frequency
of technology use
by child age, family
income, or child
gender, although
girls used
technology more
frequently than did
boys for some
types of activity.
Specifically, girls
used it more
frequently than did
boys to read books
(P = .02), listen to
music (P < .01)
and take photos
(P = .02). Parental
education and
ethnicity correlated
with technology
use. Hispanic
parents were
significantly less
likely to report that
their child played
games to learn
(P < .01) or used
technology to learn
something
(P = .03).
Furthermore,
Hispanic parents
reported that their
children used
devices on their
own less
frequently
(P = .01). Logistic
regression models
including both
education and
ethnicity provided
evidence for
differences in
parent beliefs
(Table 3).

Beliefs about
technology use
and reasons for
that use differed by
ethnicity and
education. For
instance, Hispanic
parents were more
likely to report that
they used
technology with
their child to
ensure they did not
get exposed to
inappropriate
content (P = .01),
but were less likely
to use technology
with their child
because the
parent enjoyed it
(P = .02) or to view
it as together time
(P = .04). More
highly educated
parents were more
likely than their
lower-educated
counterparts to
respond that: (1)
there were better
ways for their child
to play (P < .01);
(2) they did not
want their child
spending more
time using screen
media devices
(P < .01); and (3)
they did not co-use
technology
because they each
had their own
separate devices
(P < .01). Both
non-Hispanic and
lower-educated
parents were more
likely to say that
they did not co-use
technology
because they
believed it was
better for children
to use devices on
their own (P < .01
and P < .01,
respectively).

In general, this
audience was
comfortable using
technology,
because 90% of
respondents
reported that they
were either
comfortable or
very comfortable
using a
smartphone or
tablet (86%).
Similarly, 71%
reported that their
child was
comfortable using
apps on a tablet or
smartphone on his
or her own.
Parents were most
comfortable with
children using
tablets on their
own (58%),
 compared with a
smartphone (42%)
or computer
(26%). Parents
reported being
more comfortable
downloading free
apps (83%)
compared with
apps that cost
money (33%).

c. Number of
children in the
Family

Alternative literatures

Using an iPad® App to Improve Sight Word Reading Fluency for At-Risk First
Graders
https://www.researchgate.net/publication/270688603_Using_an_iPadR_App_to_I
mprove_Sight_Word_Reading_Fluency_for_At-Risk_First_Graders

Musti-Rao, Shobana & Lo, Ya-yu & Plati, Erin. (2014). Using an iPad® App to
Improve Sight Word Reading Fluency for At-Risk First Graders. Remedial and
Special Education. 36. 10.1177/0741932514541485.

Parental Perception of Mobile Device Usage in Children and Social Competency.

https://pdfs.semanticscholar.org/d309/720c078dadfc13b838cf943fa56105c99d26.pdf

Sonia Livingstone and Ellen J. Helsper Parental mediation and children’s Internet use
https://core.ac.uk/download/pdf/95667.pdf
Teacher perspectives on integrating ICT into subject teaching: commitment,
constraints, caution, and change. SARA HENNESSY,KENNETH RUTHVEN &SUE
BRINDLEY. https://www.tandfonline.com/doi/full/10.1080/0022027032000276961?
src=recsys

Larry Hardesty (2016) Can technology help teach literacy in poor communities?
Retrieved on 11th July, 2019 from http://news.mit.edu/2016/literacy-apps-poor-
communities-0426