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The impact of eWriters on literacy motivation, self-efficacy, and the real-virtual-relationships between parents and teachers

, , , , , , Kent State University, United States

Journal of Interactive Learning Research Volume 28, Number 4, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study set out to examine two important aspects of the use of eWriters by early elementary students. First, it explored the impact of eWriters on literacy motivation and self-efficacy of students in Pre-Kindergarten, Kindergarten, and First grade. Second, it explored if and how the technology implementation would affect parent and teacher relationships as measured by interrater reliability. Results demonstrated the use of eWriters in early elementary statistically significantly increased student literacy motivation and self-efficacy. Results also showed a statistically significant increase in interrater reliability from pre-test to post-test between parents and teachers. Parents and teachers were more likely to agree on a child’s motivation for learning and perception of abilities (self-efficacy) after the child’s use of eWriters at both home and school. These finding provide additional support for the notion that innovative technologies can provide unique opportunities to positively enhance literacy motivation, self-efficacy, and real-virtual-relationships in home and school settings between parents and teachers.

Citation

Ferdig, R.E., Pytash, K.E., Kosko, K.W., Memis, R., Ryan, K. & Dunlosky, J. (2017). The impact of eWriters on literacy motivation, self-efficacy, and the real-virtual-relationships between parents and teachers. Journal of Interactive Learning Research, 28(4), 341-357. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved July 20, 2018 from .