Preschool Teachers' Implementation Fidelity When Using a Technology-Mediated Language and Literacy Intervention
Child & Youth Care Forum Volume 47, Number 6, ISSN 1053-1890
Background: The use of technology-mediated interventions within classrooms have grown exponentially across early childhood settings. Still, very few studies have examined preschool teachers' implementation fidelity to these interventions and no study, of which we are aware, have investigated the factors associated with these teachers' fidelity when implementing technology-mediated interventions. Objective: The purpose of this study was to examine preschool teachers' fidelity when implementing Read it Again-Mobile, a technology-mediated language and literacy intervention, as well as teacher characteristics associated with adherence to core program components. Method: Thirty preschool teachers were observed during whole-group read alouds in their classroom and questionnaire data were collected regarding teachers' attitudes towards and comfort with technology. Results: Descriptive statistics demonstrated that preschool teachers exhibit relatively high levels of overall fidelity when delivering a technology-mediated intervention. Teachers' attitude towards and comfort with technology were not associated with any variation in teachers' overall implementation fidelity. Conclusion: Preschool teachers are able to implement technology-mediated interventions with fidelity. Further research is needed to identify the contextual factors that may support preschool teachers' implementation fidelity to these interventions.
Myrtil, M.J., Justice, L.M., Pelfrey, L., Logan, J.A., Xie, K. & Barnes, L. (2018). Preschool Teachers' Implementation Fidelity When Using a Technology-Mediated Language and Literacy Intervention. Child & Youth Care Forum, 47(6), 771-786.