CECS RC003: Evaluating Research

Performance Task Assessment Submission Form

Instructions

This document is your tool for capturing your response to each part of the Performance Task. You will find prompts for each part below. After each prompt, you will be provided a space to enter your response. Review the rubric carefully to provide a complete response.

To begin writing your response, begin typing where it reads “Enter Your Response Here.” Lengths for each part are included below the prompt.

Contact Information

Name: Suzanne Murphy

E-mail address: Smurphy6910@slps.org

Phone: 314.374.2750

Part I: Evaluating Credible Scholarly Sources

Select three peer-reviewed journal articles that relate to your chosen topic, at least one of which contains a research study. For each article you select, enter the following information in the template:

· APA citation

· Summary of the article including a description of the research topic and an overview of the research findings (1 paragraph)

· Evaluation regarding the validity and credibility of the source, explaining how you evaluated the source to determine whether it is valid and credible (1 paragraph)

APA citation for Article 1: Blackwell, C. K., Lauricella, A. R., Wartella, E., Robb, M., & Schomburg, R. (2017). Adoption and use of technology in early education: The interplay of extrinsic barriers and teacher attitudes. Computers & Education, 69, 310-319. Retrieved from

Summary of Article 1: The article illustrates how the early childhood teachers in the United States are able to get access and use technology regularly at school in their teaching process. Teachers incorporate the utilization of technical devices in the classroom through use of desktops, tablets, nooks, or interactive whiteboards to improve coaching and educating environment and to assist them to construct stronger relations with early learners over the topics of discussions during lessons. The appropriate use of technical tools is helpful to young children in terms of growth and learning particularly when the teachers take part in a lively part. The children are able to use technical devices to discover new environments, create and believe and to vigorously connect in challenging and fun actions. In addition, students get an opportunity to find out about technology and technological tools by using them to have fun, resolve issues and role-play. It is therefore important for the teachers to always consider the children’s levels of development when using technical devices to teach in order to make sure that they use it appropriately. Technology should provide early learners with an opportunity of expressing themselves without having to replace the other classroom learning materials. Therefore, the educators should make sure that they consider integrating technological tools, which will integrate with other learning materials in the classroom and ensure that the technological tools used will not displace the early learner’s interactions with teachers or peers.

Evaluation of the validity and credibility of Article 1: This article is valid for this research because it majorly focuses on the integration of technology in the early childhood programs and uses credible evidence, which is bias free. The authors of the article are skilled in the field of information technology and therefore offer credible information throughout the article. In addition, the article uses recent data that is collected from the early childhood programs.

APA citation for Article 2: Gillen, J., Arnott, L., Marsh, J., Bus, A., Castro, T., Dardanou, M., … & Holloway, D. (2018). Digital Literacy and young children: towards better understandings of the benefits and challenges of digital technologies in homes and early year’s settings. Retrieved from

Summary of Article 2: This article illustrates a better understandings of the benefits and challenges of digital technologies in homes and early year’s settings. There are numerous situations where less learning is seen to occur when early learners are made to use technological gadgets only to watch videotapes by themselves. Moreover, the time on the screen is one among other elements to be considered as the educator evaluates the worth of a learner’s interface with technical gadgets because some of the content displayed such as research-based videos could result in deep thinking process in the minds of the early learners. Therefore, the educators should be mostly concerned in ensuring that the technology is used to make the mind of a child active and to enable them to deeply engage with the learning materials, which are provided to them. In addition, the educators should be present to enhance deeper engagement with the children. It is important to note that not always will using technological devices in a physically engaging way reflect that there is active learning. The educators should understand that activities such as pressing or swiping on the gadgets might appear cooperative but if the early learner fails to deliberately learn from this practice then they are not regarded as a lively utilization of the devices. In order to certify that the devices are used actively, they must allow profound, thinking process and enable deliberate, determined learning at the early learner development level. Through guidance and modelling by the educators to ensure the early learners use it appropriately, technology balances and extends learning in means that are not simply attained otherwise. For instance, technology introduces early learners more openly to traditions and environments outside their society thereby enabling them to explore the world and understand many things in it. Technology increases the quantity of orientation information instantly accessible to the early learners on any specified subject and enables them to have the capability to enquire about other individuals outside their classrooms despite them having access to print resources. Moreover, the use of technology enables the educators to create culturally responsive materials that are favourable to knowledge acquiring process for all learners despite the diverse cultural or racial backgrounds. This creates a favourable environment in the learning setting enabling all of them to have equal chances of learning and interacting with each other. In addition, the students can also be actively engaged in creating this content thereby enabling them to be creative and have an opportunity to relate theoretical studies with real-life experiences with their fellow classmates. Technology is a very powerful instrument used to support learning in subjects such as reading vocabulary, sciences and mathematics. It allows the students to have experiences that cannot be included in the printed resources. Through combining communal connections and assistance from educators, learning using trans-media is a powerful tool in classroom, which supports the learning of the technical subjects.

Evaluation of the validity and credibility of Article 2: This article is valid for this research because it majorly focuses on the integration of technology in the early childhood programs and uses credible evidence, which is bias free. The authors of the article are skilled in the field of information technology and therefore offer credible information throughout the article. In addition, the article uses recent data, which is collected from the early childhood programs.

APA citation for Article 3: Bird, J., & Edwards, S. (2015). Children learning to use technologies through play: A Digital Play Framework. British Journal of Educational Technology, 46(6), 1149-1160. Retrieved from

Summary of Article 3: According to the article, technology is utilized to reinforce the relationship between the teachers and the parents of the early learners. For instance, the digital portfolios that document the work of the students in classroom, through videos, photos, and audios enable the educators to share the learning of the students with their families. The parents are able to track the progress of their children and enables them to have opportunity to validate the efforts and accomplishments of their children. The use of technology creates chances for the parents to connect with their children regarding their learning in order to supplement or reinforce it. Moreover, the use of social platforms makes it easier for the early educators and families to communicate. This helps in providing information and caching to parents of the early learners on how to strengthen at home what was presented in the classroom. The ability of technology to strengthen communication and connection is very beneficial to the children as it enables them to learn better in school and to perfect the skill at home. Using technology in the learning environment provides teachers with confidence, as they are able to use it to assist them in teaching. Integrating technical devices in classroom helps them to develop their careers, as they are able to carry out their jobs more easily than before. The ability of teachers to engage students in learning process using technology makes it much easier for them to provide the learning experience they want the students to have. In addition, using technical gadgets enables the teachers to interact with students more easily and to offer assistance to them while being able to evaluate the learning abilities of every student. Using technology in classroom provides a platform for individualized teaching which is beneficial to the students. Technology offers the teachers an opportunity to create active class discussions with the early learners and to promote creativity and engagement in the class work.

Evaluation of the validity and credibility of Article 3: This article is credit for this topic because it is written by experts in the field of technology and is a peer-reviewed journal. The evidence used in the article is free from bias and the secondary data has been referenced. The article is valid since the evidence used is free of errors and has been verified by other literature sources in the same topic.

Part II: Evaluating Credible Internet Sources

Select two Internet sources that relate to your chosen topic. For each Internet source you select, enter the following information in the template:

· APA citation

· Summary of each internet source, a description of the topic and an overview of the information presented (1 paragraph)

· Evaluation regarding the validity and credibility of the source, explaining how you evaluated the source to determine whether it is valid and credible (1 paragraph)

APA citation for Internet Source 1: Enter Your Response Here

Summary of Internet Source 1: Enter Your Response Here

Evaluation of the validity and credibility of Internet Source 1: Enter Your Response Here

APA citation for Internet Source 2: Enter Your Response Here

Summary of Internet Source 2: Enter Your Response Here

Evaluation of the validity and credibility of Internet Source 2: Enter Your Response Here

Part III: Adhering to Ethical Guidelines

In 1–2 pages, describe the ethical guidelines for conducting research studies in early childhood. Then, choose one of the sources (you selected in Part I) that contains a research study, and explain how the methodology in the article adheres to the ethical guidelines for conducting early childhood research studies.

Enter Your Response Here

Part IV: Synthesizing Sources of Information

Provide a 2- to 3-page synthesis of the sources you evaluated that provides an overview of the most current findings related to your topic. Explain why credibility, validity, ethical guidelines, and accuracy are all important in regard to your research topic and to any research within the early childhood field.

Enter Your Response Here

References

Blackwell, C. K., Lauricella, A. R., Wartella, E., Robb, M., & Schomburg, R. (2017). Adoption and use of technology in early education: The interplay of extrinsic barriers and teacher attitudes. Computers & Education, 69, 310-319. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S0360131513001917

Bird, J., & Edwards, S. (2015). Children learning to use technologies through play: A Digital Play Framework. British Journal of Educational Technology, 46(6), 1149-1160. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12191

Gillen, J., Arnott, L., Marsh, J., Bus, A., Castro, T., Dardanou, M., … & Holloway, D. (2018). Digital Literacy and young children: towards better understandings of the benefits and challenges of digital technologies in homes and early year’s settings. Retrieved from https://strathprints.strath.ac.uk/65712/

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