still preliminary, more detailed guidelines for apply- ing CAI programmes in practice have yet to be published. Preschool students need the opportunity to apply their new skills in a variety of tasks for generalization. In summary, the use of CAI pro- grammes can be an effective tool for the teacher: a tool which can be used to enhance learning academic skills, promote maintenance of skills, and reinforce learning through additional practice on a motivating medium. Finally in order to maximize the benefits of com- puter use in education, all the educators should keep in their minds this question: ‘‘Can we use technology to teach the same old stuff in the same way or can we capitalize on the benefits of technology by using inte- grated computer activities to increase achievement?’’ (Clements & Sarama, 2002, pp. 340–343). REFERENCES Brown, D. (1996). Kids, computers, and constructivism. Journal of Instructional Psychology,23, 189–195. Carlson, S., & White, S. (1998). The effectiveness of a computer program in helping kindergarten students learn the concepts of left and right. Journal of Computing in Childhood Education, 9(2), 133–147. Chera, P., & Wood, C. (2003). Animated multimedia ‘talking booksÕcan promote phonological awareness in children beginning to read. Learning and Instruction,13, 33–52. Clements, D. H., & Sarama, J. (2002). The role of technology in early childhood learning. Teaching Children Mathematics,8(6), 340–343. Din, F., & Calao, J. (2001). The effects of playing educational video games on kindergarten achievement. Child Study Journal, 31(2), 95–102. Elliot, A., & Hall, N. (1997). The impact of self-regulatory teaching strategies on ‘‘at-risk’’ preschoolersÕmathematical learning in a computer mediated environment. Journal of Computing in Childhood Education,8, 187–198. Escobedo, T. H., & Bhargava, A. (1991). A study of children computer-generated graphics. Journal of Computing in Child- hood Education,2(4), 3–25. Fletcher-Flinn, C. M., & Gravatt, B. (1995). The efficacy of computer assisted instruction (CAI): A meta-analysis. Journal of Educational and Computing Research,12, 219–242. Haugland, S. (1992). Effect of computer software on preschool children developmentally gains. Journal of Computing in Childhood Education,3(1), 15–30. Kinzie, M. B., Sullivan, H. J., & Berdel, R. L. (1992). Motivational and achievement effects of learner control over content review within CAI. Journal of Educational Computing Research,8(1), 101–114. Klein, P. S., Nir-Gal, O., & Darom, E. (2000). The use of computers in kindergarten, with or without adult mediation: effects on childrenÕs cognitive performance and behavior. Computers in Human Behavior,16, 591–608. Kulik, J. A. (1994). Meta-analytic studies of findings on computer- based instruction. In E. L. Baker, & H. F. OÕNeil (Eds.), Technology assessment in education and training. Hillsdale, NJ: LEA Publishers. McKethan, R., Everhart, B., & Sanders, R. (2001). The effects of multimedia software instruction and lecture-based instruction on learning and teaching cues of manipulative skills on preservice physical education teachers. Physical Educator, 58(1), 2–13. Moxley, R., Warash, B., Coffman, G., Brinton, K., & Concannon, K. (1997). Writing development using computers in a class of three-year-olds. Journal of Computing in Childhood Education, 8(2–3), 133–164. Passig, D., & Levin, H. (1999). Gender interest differences with multimedia learning interfaces. Computers in Human Behavior, 15, 173–183. Reitsma, P., & Wesseling, R. (1998). Effects of computer-assisted training of blending skills in kindergartners. Scientific Studies of Reading,2(4), 301–320. Segers, E., & Verhoeven, L. (2002). Multimedia support of early literacy learning. Computer & Education,39, 207–221. Shute, R., & Miksad, J. (1997). Computer assisted instruction and cognitive development in preschoolers. Child Study Journal, 27(3), 237–253. Spencer M., & Baskin L. (1997). Microcomputers and young children. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document Reproduction Service No. ED 327295 83). Wilson-Gillespie, C. (2004). Seymour PapertÕs Vision for Early Childhood Education? A Descriptive Study of Head Start and Kindergarten Students in Discovery-based, Logo-rich Class- rooms. Available at: http://ecrp.uiuc.edu/v6n1/gillespie.html [2004, spring]. 104 Vernadakis, Avgerinos, Tsitskari, and Zachopoulou Access to the complete full textThis is a short preview of the document. Your library or institution may give you access to the complete full text for this document in ProQuest. |