Effect of teachers’ acceptance of an educational app on students’ early literacy and early numeracy skills
Author:
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
https://link.springer.com/content/pdf/10.1007/s10639-023-12175-9.pdf
Reference80 articles.
1. Alexandre, B., Reynaud, E., Osiurak, F., & Navarro, J. (2018). Acceptance and acceptability criteria: A literature review. Cognition Technology & Work, 20, 165–177. https://doi.org/10.1007/s10111-018-0459-1.
2. Archer, K., Savage, R., Sanghera-Sidhu, S., Wood, E., Gottardo, A., & Chen, V. (2014). Examining the effectiveness of technology use in classrooms: A tertiary meta-analysis. Computers & Education, 78, 140–149. https://doi.org/10.1016/j.compedu.2014.06.001.
3. Aunio, P., & Niemivirta, M. (2010). Predicting children’s mathematical performance in grade one by early numeracy. Learning and Individual Differences, 20(5), 427–435. https://doi.org/10.1016/j.lindif.2010.06.003.
4. Avila, E. C., & Lavadia, M. K. S. (2019). Investigation of the acceptability and effectiveness of academic podcasts to College Students’ Scholastic Performance in Science. Indian Journal of Science and Technology, 12(34), 1–8. https://doi.org/10.17485/ijst/2019/v12i34/127382.
5. Bar-Kochva, I., & Nevo, E. (2019). The relations of early phonological awareness, rapid-naming and speed of processing with the development of spelling and reading: A longitudinal examination. Journal of Research in Reading, 42(1), 97–122. https://doi.org/10.1111/1467-9817.12242.
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