Using Digital Devices in a First Year Classroom: A Focus on the Design and Use of Phonics Software Applications

What is it about?

When integrated within a holistic literacy program, phonics applications can be used in classrooms to facilitate students' self-directed learning of letter-sound knowledge; but are they designed to allow for such a purpose? With most phonics software applications making heavy use of image cues, this project has more specifically investigated whether the design of the images used in such applications may impact on the effectiveness of their self-directed use in classrooms. Using a quasi-experimental study, we compared two types of pictorial mnemonics used in tablet applications, along with teacher-led activity in three first-year classrooms from the one school. The difference between teacher-led activity and integrated picture cues was significant, with teacher-led activity proving more effective. The difference between teacher-led activity and form-taking picture cues, however, was not statistically significant. Given that the outcomes of this small-scale study suggest that image design may be a significant design feature contributing to the educational value of using phonics applications in the classroom, we recommend that the design features of phonics software applications attract further research.

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Why is it important?

With so many phonics software applications flooding the market, it's imperative that educators make considered choices when selecting applications for the purpose of supporting their aims in the classroom. Research into memory failure and retention suggest that concrete memory cues are more effective than artificial connections. This project tested out this theory given that the initial learning of letter-sound connections is heavily reliant on the use of pictorial cues in most educational settings.