Classroom Sensing Tools: Revolutionizing Classroom-Based Research in the 21st Century
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| Title: | Classroom Sensing Tools: Revolutionizing Classroom-Based Research in the 21st Century |
|---|---|
| Language: | English |
| Authors: | Tiffany J. Foster (ORCID |
| Source: | Topics in Early Childhood Special Education. 2024 44(3):229-242. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Early Childhood Education, Kindergarten, Preschool Children, Sensory Training, Sensory Aids, Special Needs Students, Classroom Research, 21st Century Skills, Synchronous Communication, Classroom Observation Techniques |
| DOI: | 10.1177/02711214231220800 |
| ISSN: | 0271-1214 1538-4845 |
| Abstract: | Sensing technologies that provide continuous, real-time information about teachers' and students' individual experiences are increasingly being applied to classroom-based research. Sensing technologies provide a possible alternative to costly and time-intensive in-person or hand-coded observations and have the potential to increase our present understanding of the vastly different experiences students within the same classroom often have. The goal of the present article is to provide an overview of sensing technologies, an explanation of how these technologies can be applied in early childhood classroom-based research, and examples of existing studies that have successfully implemented sensing technologies in the classroom environment. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1448128 |
| Database: | ERIC |
| Abstract: | Sensing technologies that provide continuous, real-time information about teachers' and students' individual experiences are increasingly being applied to classroom-based research. Sensing technologies provide a possible alternative to costly and time-intensive in-person or hand-coded observations and have the potential to increase our present understanding of the vastly different experiences students within the same classroom often have. The goal of the present article is to provide an overview of sensing technologies, an explanation of how these technologies can be applied in early childhood classroom-based research, and examples of existing studies that have successfully implemented sensing technologies in the classroom environment. |
|---|---|
| ISSN: | 0271-1214 1538-4845 |
| DOI: | 10.1177/02711214231220800 |
