Anxiety in college students is at an all-time high, and the online learning environment can inadvertently add to that anxiety. Instructors and instructional designers play a vital role in supporting these online learners. While online learner anxiety around belonging and technology use have been studied, little research exists around course and…

Digital technologies have, over the past few decades, brought significant changes to the learning tools that are available to teachers and students. One of the reading interventions that has contributed to enhancing the reading ability of elementary school students is known as MyON. This intervention helps students easily identify books they can…

The aim of this study is to examine the implementation of online games and interactive book reading applications for individuals with autism with maternal participation. For this purpose, this case was studied with the support of mother participation with a 2-year-old child diagnosed with autism of a family living in the Netherlands who immigrated…

This study examined the effects of a classroom-focused intervention on different domains of early literacy. The intervention consisted of shared e-book reading combined with a print referencing technique done via a SMART board. The specific goal of the study was to examine whether children could be instructed simultaneously in print knowledge,…

Computer-assisted instruction (CAI) gives students with visual impairment (VI) immediate access to information and enables direct collaboration with sighted educators and peers. This systematic review examined interventions addressing the impact of CAI interventions on school-age children with VI. Twenty-eight studies examined CAI interventions…

This review analyzes studies carried out between 2008 and 2018 which examined the educational impact of interventions based on the Universal Design for Learning (UDL) for students with Intellectual Disabilities (ID). The review aims to determine the research designs and methods of these studies, and their interventions and effectiveness. Seven…

The aim of this study is to investigate the content of e-story books on the topic of bullying that are prepared by preservice preschool teachers. The study consists of 50 e-storybooks created by preservice teachers studying in the 2nd class of the Preschool Education Department of Kocaeli University in the 2023-2024 academic year, using the…

This review examines the current literature on the use of digital technologies to support young children with special needs in early childhood education and care (ECEC). It identifies four key areas of focus, which relate to understanding and articulating the purpose and focus for integrating assistive technologies (ATs) in ECEC; activating and…

An eBook for Oral Health Literacy© curriculum was used as a brief intervention to help school-aged children use their functional health literacy skills of reading, writing, and speaking to learn about oral health hygiene and the importance of choosing healthy food and beverages for their teeth. The curriculum focused on building functional…

School closures because of natural phenomena, such as COVID-19, underscore long-standing gaps in access to science education in the United States of America, particularly for young students. When educators have to pivot to deliver virtual instruction, it is important to identify feasible remote learning strategies for science content across formal…

Although technology has been commonly used to teach reading skills to students with autism spectrum disorder (ASD), the overall quality and evidence base of research supporting this practice has not yet been fully investigated. The purpose of this dissertation was to examine the effects of technology-based reading interventions for students with…

Parents play a crucial role in shaping children's emergent literacy through shared book reading. Shared book reading can foster literacy acquisition, promote vocabulary development, and improve print awareness, phonological awareness, and story comprehension (e.g., Bus et al., 1995; De Temple & Snow, 2003; Mol et al., 2008; Snow et al., 1998).…