Supporting Learning and Behavior of At-Risk Young Children

Abstract Based on the severe challenges of urban education, the growing capabilities and availability of advanced technology in schools, and experience in implementing technology as part of an urban school reform effort, the authors hypothesized a role for interactive computer technology (ICT) in supporting learning and behavior of young children who are at risk because of behavior problems. The article reports on an exploratory study to examine the potential of ICT to contribute to learning and behavior improvement. The study employed an experimental design comparing the performance of young, urban, African-American children from low-socioeconomic-status homes who were given specially selected ICT experiences with a comparison group who did not have the ICT treatment. The study also compared the performance of children identified as with or without behavioral problems, but not identified as special education.

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