Evaluating CD ROMs for Pre-Primary English Courses in the Czech Republic and Slovakia

Open access


Living in the digital age means that modern information and communications technologies (ICT) have penetrated into every aspect of human lives, including education. Despite the fact that ICT are widely used in educational setting, many educators (and parents) have nevertheless remained concerned about how to adapt them into children’s education meaningfully and effectively. The use of ICT in education in general, and in preschool institutions in particular, has become an important research issue. The study focuses on evaluating multimedia CD-ROMs published in two countries with the intention to be used in pre-school institutions for the introduction of English as a foreign language to the youngest learners (children 3 – 6 years). The results point to the fact that majority of the CD ROMs offered activities which were marked as “robotic”, “glib”, “static”, andempty” (built upon simple and usually mechanically repeated instructions), never reached beyond mechanical memorisation of English vocabulary in any entertaining way. The author calls for designing cognitively challenging materials which could support development of higher cognitive or affective functions of very young learners.

Agudo, J. E., Sánchez, H. & Sosa, E. (2005). Adaptive hypermedia systems for English learning at Pre-school. In Méndez-Vilas, A. et al. (Eds.), Recent research developments in learning technologies (pp. 300-304). Badajoz: Formatex.

Angeli, C. (2004). The effects of case-based learning on early childhood pre-service teachers’ beliefs about the pedagogical uses of ICT. Journal of Educational Media, 29(2), 139-151.

Arendt, B. P. 2000. Evaluation of computer software for elementary school ESL classes. Retrospective Theses and Dissertations. Available at: https://lib.dr.iastate.edu/cgi/viewcontent.cgi?referer=https://www.google.sk/&httpsredir=1&article=8099&context=rtd

Barker, P. & King, T. (1993). Evaluating interactive multimedia courseware - a methodology. Computers in Education. 21(4), 307-319. Oxford: Elsevier Science.

Bax, S. (2003). CALL-Past, Present, and Future. System: An International Journal of Educational Technology and Applied Linguistics. 31(1), 13-28. Available at http://www.editlib.org/p/96413

Bratitsis, T., Kotopoulos, T., & Mandila, K. (2012). Kindergarten children’s motivation and collaboration being triggered via computer while creating digital stories: A case study. International Journal of Knowledge and Learning, 8(3-4), 239-258.

Breen, R. L. (2006). A Practical Guide to Focus-Group Research, Journal of Geography in Higher Education, 30(3), 463-475. DOI: 10.1080/03098260600927575.

Burgerová, J. (2003). Nové technológie v edukácii. Prešov: Rokus.

Chen, J. & Chang, C. (2006). Using computers in early childhood classrooms: Teachers’ attitudes, skills and practices. Journal of Early Childhood Research, 4(2), 169-188.

Christina, C. W. H. (2003). Challenges of using ICT in Hong Kong early childhood settings. IFIP Working Group 3.5 Conference: Young Children and Learning Technologies. Parramatta.

Cimermanová, I. (2011). Using Technologies in Teaching English. Prešov: PU.

Dostál, J. (2009). Multimediálni, hypertextové a hypermediálni učební pomůcky – trend soudobého vzdelávání. Časopis pro technickou a informační výchovu, 1(3), 18–23.

Ducate, L. & Arnold, N. (Eds.). (2006). Calling on CALL: From Theory and Research to New Directions in Foreign Language Leaching. San Marcos: CALICO.

Dudeney, G. & Hockly, N. (2012). ICT in ELT: how did we get here and where are we going? English Language Teachers Journal, 66(4), 533 –543.

El Mhouti A., Nasseh A., & Erradi M. (2013). Development of a tool for quality assessment of digital learning resources. International Journal of Computers Applications, 64(14).

European Commission. (2006). Benchmarking access and use of ICT in European schools 2006. Key Findings per Country of Final Report. Available at: http://ec.europa.eu/information_society/newsroom/cf/itemlongdetail.cfm?item_id=2888

Farkasová, A. (2015). Využitie edukačných softvérov v materských školách. Bratislava: Metodicko-pedagogické centrum.

Fesakis, G., Sofroniou, C., & Mavroudi, E. (2011). Using the internet for communicative learning activities in kindergarten: The case of the “Shapes Planet”. Early Childhood Education Journal, 38(5), 385-392.

Funk, J. B., Buchman, D. D., Jenks, J. & Bechtoldt, H. (2003). Playing violent video games, desensitization, and moral evaluation in children. Applied Developmental Psychology, 24, 413-436.

Gialamas, V., & Nikolopoulou, K. (2010). In-service and pre-service early childhood teachers’ views and intentions about ICT use in early childhood settings: A comparative study. Computers & Education, 55, 333–341.

Guo, L. (2007). ICT and early childhood education. Shanghai: East China Normal University Press.

Guo, L., Qian, Q., Wang, J., & Zeng, Z. (2006). Investigation and analysis of kindergartens’ IT use in Shanghai. Shanghai Research on Education, 6, 37-40.

Hajduková, V. (2011). Informačné kompetencie detí predškolského veku vo vzdelávacích programoch pre predprimárne vzdelávanie. Dostupné na: http://www.spvzv.sk/products/informacne-kompetencie-deti-predskolskeho-veku-vo-vzdelavacichprogramoch-pre-predprimarne-vzdelavanie-viera-hajdukova-/

Haugland, S. W. (1992). The effect of computer software on pre-school children’s development gains. Journal of Computing in Childhood Education, 3, 15-30.

Hill, J. R. & Hannafin, M. J., 2001, Teaching and learning in digital environments: The resurgence of resource-based learning. Educational Technology Research and Development, 49(3), 37–52.

Hohmann, C. (1998). Evaluating and selecting software for children. Child Care Information Exchange, 123, 60-62.

Hubbard P. (Ed.) (2009) Computer-assisted language learning, Volumes I-IV, Routledge: London and New York. Available at: http://www.stanford.edu/~efs/callcc/

Kalaš, I. (2010). Digitálna gramotnosť a Pinocchiov zlatý kľúčik. In: Zborník konferencie Moderné vzdelávanie v materskej škole. Prievidza, s. 1 – 13.

Kalaš, I. (2011). Spoznávame potenciál digitálnych technológií v predprimárnom vzdelávaní. Bratislava: Inštitút UNESCO pre informačné technológie vo vzdelávaní IIT.

Kazanci, Z. & Okan, Z. (2009). Evaluating English Language Teaching Software for Kids: Education or Enetartainment or both? The Turkish Online Journal of Educational TechnologyTOJET, 8(3), 30-38.

Kern, R.G. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and quality of language production. Modern Language Journal, 79, 457-476.

Korhonen, N. 2010. Comparison of playtesting and expert review methods in mobile game evaluation. Fun and Games ‘10 Proceedings of the 3rd International Conference on Fun and Games, pp. 18-27.

Leacock, T. L., & Nesbit, J. C., 2007, A Framework for Evaluating the Quality of Multimedia Learning Resources. Educational Technology & Society, 10(2), pp. 44-59.

Leung, W. M. (2003). The shift from a traditional to a digital classroom: Hong Kong kindergartens. Childhood Education, 80(1), 12-17.

Li, H. (2006). Integrating Information and Communication Technologies into the early childhood curriculum: Chinese principals’ views of the challenges and opportunities. Early Education and Development, 17(3), 467–487.

McKenzie, J. (2000). Beyond edutainment and technotainment. From Now On, 10(1).

MŠMT ČR. (2007). Dlouhodobý záměr vzdělávání a rozvoje vzdělávací soustavy České republiky. Available at: http://www.msmt.cz/vzdelavani/skolstvi-v-cr/dlouhodoby-zamer-vzdelavani-a-rozvoje-vzdelavaci-soustavy-3

MŠMT ČR. (2008). Škola pro 21. století: Akční plán pro realizaci „Koncepce rozvoje informačních a komunikačních technologií ve vzdělávání pro období 2009 – 2013“ (usnesení vlády č.1276/2008). Available at: http://www.vzdelavani2020.cz/images_obsah/dokumenty/knihovna-koncepci/rozvoj-ict/akcni_plan_skola_21.pdf

MŠMT ČR. (2018). Rámcový vzdělávací program pro předškolní vzdělávání (úplné znění k 1. lednu 2018). Praha: MŠMT. Available at: http://www.msmt.cz/file/45303/

MŠVVŠ SR. (2008). Koncepcia informatizácie a digitalizácie rezortu školstva s výhľadom do roku 2020. Available at: https://www.minedu.sk/koncepcia-informatizacie-a-digitalizacie-rezortu-skolstva-s-vyhladom-do-roku-2020/

Natsiopoulou, T., & Bletsou, M. (2011). Greek preschoolers’ use of electronic media and their preferences for media or books. International Journal of Caring Sciences, 4(2), 94-104.

Nikolopoulou, K., Gialamas, V., & Batrsouta, M. (2010). Young children’s access to and use of ICT at home. Review of Science, Mathematics and ICT Education, 4(1), 25-40.

Norvegian Centre for Education. (online). Quality Criteria for Digital Learning Resources. Available at: https://iktsenteret.no/sites/iktsenteret.no/files/attachments/quality_criteria_dlr.pdf

OECD. (2006). Are students ready for a technology-rich world? What PISA tells us. Paris: OECD.

Okan Z (2003) Edutainment: is learning at risk? British Journal of Educational Technology, 34(3).

Olson, J. K. & Clough, M. P. (2001). Technology’s tendency to undermine serious study: a cautionary note. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 75(1), 8 - 13.

Papanastasiou, E., C., & Angeli, C. (2008). Evaluating the use of ICT in education: Psychometric prosperities of the survey of factors affecting teacher teaching with technology (SFA-T3). Educational Technology & Society, 11(1), 69-86.

Park, I. & Hannafin, M.-J. (1993). Empirically-based guidelines for the design of interactive media. Educational Technology Research en Development, 41(3).

Pekárová, J. (2009). Digitálne technológie v materskej škole: vybrané otázky. Rigorózna práca. Bratislava: UK.

Plowman, L., & Stephen, C. (2005). Children, play and computers in pre-school education. British Journal of Educational Technology, 36(2), 145-157.

Plowman, L., McPake, J., & Stephen, C. (2008). Just Picking it up? Young children learning with technology at home. Cambridge Journal of Education, 38(3), 303-319.

Pokrivčáková, S. et al. (2014). CALL and Foreign Language Education: e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, MCB University Press, 9(5), 1-6.

Reeves, T. C. (1992). Evaluating Interactive Multimedia. Educational Technology, 32(5), 47-53

Resnick, M. (2004). Edutainment? No Thanks. I Prefer Playful Learning. Available at: http://parents-choice.org/article.cfm?art_id=172&the_page=editorials

Salaberry, M. R. (2001). The use of technology for second language learning and teaching: A retrospective. The Modern Language Journal, 85(i), 39-56.

Squires, D., and J. Preece. (1999). Predicting quality in educational software: Evaluating for learning, usability and the synergy between them. Interaction with Computers, 11 (5), 467-483.

Straková, Z. (2015). Challenges of teaching English at primary level. Procedia Social and Behavioral Sciences, 174, 2436-2443. Available at: http://www.sciencedirect.com/science/article/pii/S1877042815009660

United Nations Children’s Fund (2013). Children, ICT and Development: Capturing the potential, meeting the challenges. Innocenti Insight. Florence: UNICEF Office of Research.

Veltman, K. H. (2004). Edutainment, Technotainment and Culture. Cività Annual Report 2003. Florence: Giunti. Available at: http://citeseerx.ist.psu.edu/viewdoc/download?doi=

Warschauer, M. (1996). Computer Assisted Language Learning: an Introduction. In Fotos, S. (Ed.), Multimedia language teaching (pp. 3-20). Tokyo: Logos International. Available at: http://www.ict4lt.org/en/warschauer.htm

Warschauer, M. & Healy, D. (1998). Computers and language learning: An overview. Language Teaching, 31, 57-71.

Warchauer, M. (2004). Technological change and the future of CALL. In Fotos, S. & Brown, C. (Eds.), New Perspectives on CALL for Second and Foreign Language Classrooms (pp. 15-25). Mahwah, NJ: Lawrence Erlbaum Associates.

Wartella, E., Vandewater, E. & Rideout, V. (2005). Introduction: electronic media use in the lives of infants, toddlers and preschoolers. American Behavioral Scientist, 48(5), 501-204.

Weiss, J. (1994). Keeping up with the research. Technology and Learning, 14 (5), 30-34.

Williams, A. & Katz, L. 2001. The Use of Focus Group Methodology in Education: Some Theoretical and Practical Considerations. International Electronic Journal for Leadership in Learning, 5(3). Available from: https://www.researchgate.net/publication/228941039_The_Use_of_Focus_Group_Methodology_in_Education_Some_Theoretical_and_Practical_Considerations_5_3.

Xia, L., Toki, E. I., & Pange, J. (2014). The Use of ICT in Preschool Education in Greece and China: A Comparative Study. Procedia - Social and Behavioral Sciences, 112(2014), 1167–1176.

Journal Information


All Time Past Year Past 30 Days
Abstract Views 0 0 0
Full Text Views 934 925 28
PDF Downloads 131 129 18