New Research Shows Technology Use in Preschool Improves Math & Literacy Skills

WINSTON-SALEM, N.C.--(BUSINESS WIRE)--A new research study reports that pre-K students who used age-appropriate technology with progress monitoring over six months made significant improvements in both math and early literacy skills on externally-administered, standardized tests. The study investigated the effectiveness of the iStartSmart™ educational technology system by Hatch® in urban early childhood classrooms.

“iStartSmart technology was chosen for this study because it includes two critical factors that make technology a valuable tool for early education: 1) developmentally appropriate, interactive and sequential content; and 2) accurate, consistent performance data that supports guidance and intervention”

“iStartSmart technology was chosen for this study because it includes two critical factors that make technology a valuable tool for early education: 1) developmentally appropriate, interactive and sequential content; and 2) accurate, consistent performance data that supports guidance and intervention,” said Dr. Dale McManis, Research Director for the study.

Results

The study examined test results from classrooms with a high proportion of low-income children; 55 children in nine classrooms using iStartSmart and 70 children in nine classrooms who did not use educational technology as part of a standard preschool program. Children who used the iStartSmart system on a consistent basis from October through March scored significantly higher than control children. Their standard scores and percentile scores on two tests that measure school readiness in literacy and math were both considerably higher. Study results also show that children’s improvement on literacy and math scores directly correlated with higher levels of competency on literacy and math activities in the iStartSmart system.

Significance

Twenty-five percent of very young children in America are now living in poverty and are at risk for educational deficits. Compared to their middle-income peers, young low-income children display poorer language/literacy and mathematics skills, putting them at high risk for school failure. This makes it critically important that these children in particular have high-quality early education experiences.

“Hatch has installed more than 2,100 iStartSmart mobile tablets and 9,400 iStartSmart All-in-one computer learning systems in pre-K programs across the U.S. over the last two years,” said Hatch President Ginny Norton. “These results demonstrate how Hatch technology can build a strong foundation for at-risk children, providing them with opportunities to gain the essential skills that prepare them for success in school and life.”

Research

A team of experts in early childhood research, developmental psychology, and early childhood and special education conducted the study. External assessors administered all testing and an independent statistician conducted data analyses.

About Hatch®, The Early Learning Experts:

Founded in 1984, Hatch is committed to providing research-based early learning technology and classroom materials that assist teachers and help children develop essential skills for success in school. Award-winning Hatch solutions combine child-appropriate hardware with research-based activities and progress monitoring tools. Teachers and administrators can access child performance data online to inform instruction and aid in assessments. For more information, visit www.hatchearlylearning.com.

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