Meaningful Use of Technology in a pre-K Classroom Research Proposal by Mira

Meaningful Use of Technology in a pre-K Classroom
A research proposal on the impact of technology use in a pre-K classroom.
# 153780 | 3,104 words | 13 sources | APA | 2013 | IE

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The paper explores the literature on technology and active learning, the impact of technology on improved student performance, specifically, arithmetic and reading skills, and the benefits of using technology in early education. The paper presents the research question of how technology can be used in an efficient, meaningful manner to facilitate student academic performance in a pre-K classroom. Additionally, the paper explores the impact of technology on young learners' creativity in learning. This proposal outlines the methodology and projected results, and includes an informed consent form, timeline, questionnaire and interview questions.

Research Focus
Literature Review
Literature Review Conclusion
Purpose and Research
Participants and Context of the Study
Research Plan
Data Collection Strategies
Plan for Increasing Validity
Projected Results

From the Paper:

"Researchers have demonstrated the interrelations between technology and active learning (Carey, 2012; Couse & Chen, 2010). Technology has become an integral component of the majority of people's daily lives. Technology has so far played a modest role in early childhood education, but this may change as multimedia applications, such as interactive whiteboards, become more commonly utilized in the classroom (D'Arcy, 2012). The ubiquitous presence of technology is evident in all spheres of life. The consideration that learning is an active process has been identified as a major precondition to utilize technology for educational purposes. Researchers claimed that young children learn better 'by doing' than by 'being told', which means that they require a sufficient level of freedom and flexibility in their learning process (Johnson & Bratt, 2009; Mawson, 2010).
"The constant advancement of technology contributed to making children more active and willing to progress. In fact, technology offers numerous possibilities for teachers to enhance their instruction (Webster, 2013). Educators tend to engage young children with detailed content presented with appropriate technological tools, and thus they continuously assist them to understand essential interrelations in the surrounding world (D'Arcy, 2012)."

Sample of Sources Used:

  • Carey, K. (2012). Montessori, children, and the digital age. Montessori Life, 24 (1), 2-7.
  • Couse, L. J. & Chen, D. W. (2010). A tablet computer for young children? Exploring its viabilityfor early childhood education. Journal of Research on Technology in Education, 43 (1), 75-98.
  • Creswell, J. W. & Clark, V. L. (2010). Designing and conducting mixed methods research.Thousand Oaks, CA: Sage Publications.
  • D'Arcy, K. (2012). Learning and digital inclusion: The ELAMP project. Research in LearningTechnology, 20 (4), 417-429.
  • Fox-Turnbull, W. (2010). The role of conversation in technology education. Design andTechnology Education, 15 (1), 24-30.

Cite this Research Proposal:

APA Format

Meaningful Use of Technology in a pre-K Classroom (2013, December 31) Retrieved November 28, 2023, from

MLA Format

"Meaningful Use of Technology in a pre-K Classroom" 31 December 2013. Web. 28 November. 2023. <>