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Analyzing the Effectiveness of the READi System in Helping Non-Native English-Speaking Preschoolers in Sarawak Learn the Alphabet: A Pilot Study.
Full text linkIn Sarawak, Malaysia, many children come from multicultural backgrounds and are predominantly non-native English speakers making preschool education essential for developing early literacy skills in English. However, high teacher-child ratios can impede effective learning. The READi system—a module-based, multisensory, web-based early literacy intervention—was introduced as a supplementary classroom tool to address this challenge. This pilot study specifically evaluated the effectiveness of the Alphabet Adventure module within the READi system on enhancing alphabet knowledge, with a focus on letter recognition and letter name knowledge. The research design employed a pretest-posttest control group approach grounded in the positivist paradigm. [YT1] Participants were selected through teacher referrals and paired based on their pretest performance to ensure comparable baselines before being randomly assigned to either the experimental or control group. Data analyses were conducted using the Wilcoxon Signed Rank and Mann-Whitney U tests. The results indicate that the READi system significantly improves uppercase letter recognition among children. These findings offer valuable insights into future adaptations of the READi system, aimed at better addressing children\u27s educational challenges and improving teaching practices
Enhancing Key Digital Competence in Pre-service Kindergarten Teachers: A Design-Centered SPOC Blended Learning Model
Full text linkAs our world becomes increasingly digital, educators must possess strong digital skills to effectively prepare their students for the future. However, traditional teacher education programs often neglect the cultivation of digital competence. To address this gap, this study developed a Design-Centered SPOC Blended Learning (DCSBL) model to enhance the digital competence of pre-service kindergarten teachers. The DCSBL model integrates elements of blended learning, design-based learning, and digital competency training strategies. A quasi-experimental study was conducted to evaluate the effectiveness of this model. The results indicated that the experimental group, which received DCSBL instruction, significantly outperformed the control group in terms of digital skills achievement (DSA) and Self-evaluation of key digital competence (KDC). Furthermore, qualitative analysis of student reflections revealed that DCSBL stimulated students’ learning motivation, engagement, and sense of achievement. However, the study also highlighted the increased cognitive load and meta-cognitive demands associated with the DCSBL Model. To realize the full potential of competency-based education, teaching assessment must be reformed. The development of digital competence for teachers should be combined with a “micro-certification” system. This approach can provide a more flexible and personalized pathway for educators to acquire and validate their digital skills
The Chicago Guide to Fact-Checking
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Suspicious Minds: Why We Believe Conspiracy Theories
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Scientific Habits of Mind: A Survival Guide to The Misinformation Age
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Adrift on an Inland Sea: Misinformation and the Limits of Empire in the Brazilian Backlands
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Attack From Within: How Disinformation is Sabotaging America
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Dead Wrong: Diagnosing and Treating Healthcare\u27s Misinformation Illness
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Building Back Truth In An Age of Misinformation
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Spies, Lies, and Algorithms: The History and Future of American Intelligence
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