Metaanalyse zur Wirksamkeit von Bildungs- und Förderaktivitäten mit digitalen Medien in Kindertageseinrichtungen. Welche Bedeutung kommt dem Ansatz des Medieneinsatzes, der Rolle der Fachkraft und der Unterstützung der Fachkraft bei der Implementierung zu?

Egert, Franziska; Hartig, Fabienne und Cordes, Anne-Kristin (2022): Metaanalyse zur Wirksamkeit von Bildungs- und Förderaktivitäten mit digitalen Medien in Kindertageseinrichtungen. Welche Bedeutung kommt dem Ansatz des Medieneinsatzes, der Rolle der Fachkraft und der Unterstützung der Fachkraft bei der Implementierung zu? In: Frühe Bildung, Bd. 11, Nr. 2: S. 73-84

Abstract

With digital media now ubiquitous in the daily life of young children, digital competence has become part of the curricula of both early childhood education and care (ECEC) and teacher training. This meta-analysis investigates the effectiveness of digital learning activities in preschool and kindergarten, using class implementation, role of the teacher, and teacher professional development as potential effect modifiers. In a systematic search, we found 21 studies with 24 different interventions and included overall data from 3,911 children. The research synthesis revealed a small-to-medium effect (g= 0.45) of learning activities with digital media in ECEC. Child development was effectively fostered in two ways: (1) isolated use of well-developed educational information and communication technology (ICT)-based activities (e.g., apps) for independent and self-paced learning and (2) interactive ICT-enriched activities integrated into the daily curriculum and implemented by well-qualified teachers. The impact was moderated by the teacher's role and by whether or not teachers had undergone individual training to support implementation. These findings offer practitioners the choice between two effective implementation methods for ICT in their classrooms. Teacher role, support for teacher implementation, and the learning goals need to be considered when selecting a method. The current state of the art is based mainly on apps that rely on cognitive psychology insights (researcher-developed/educational applications) rather than commercially available apps.

• Dokumententyp: Zeitschriftenartikel
• Fakultät: Psychologie und Pädagogik > Department Pädagogik und Rehabilitation
• Themengebiete: 100 Philosophie und Psychologie > 150 Psychologie
• ISSN: 2191-9186
• Sprache: Deutsch