Katia Ciampa

Bio: Katia Ciampa is an academic researcher from Widener University. The author has contributed to research in topics: Literacy & Professional learning community. The author has an hindex of 14, co-authored 34 publications receiving 740 citations. Previous affiliations of Katia Ciampa include Brock University.

Learning in a Mobile Age: An Investigation of Student Motivation.

Abstract: The purpose of this single-case study was to explore the lived experiences of a grade 6 teacher and students who used tablets as part of their classroom instruction. Malone and Lepper's taxonomy of intrinsic motivations for learning is used as a framework for examining whether and how this particular theory of motivation applies equally well for mobile learning. This study reports on the grade 6 teacher's and students' perceptions regarding the motivational affordances of using these mobile devices for learning. The findings are consistent with those of Malone and Lepper that motivation can be enhanced through challenge, curiosity, control, recognition, competition and cooperation. This model is helpful in informing our understanding of the motivating features of using mobile devices for learning and how mobile technologies can be used to enhance learners' motivation.

Reading in the Digital Age: Using Electronic Books as a Teaching Tool for Beginning Readers / La lecture à l’ère numérique: l’utilisation de livres électroniques comme outil d’enseignement pour les lecteurs débutants

Abstract: This study stemmed from a concern of the perceived decline in students’ reading motivation after the early years of schooling. This research investigated the effectiveness of online eBooks on eight grade 1 students’ reading motivation. Eight students were given ten 25-minute sessions with the software programs over 15 weeks. Qualitative data were collected from students, teachers, and parents through questionnaires, interviews, observations and field notes. The results suggest the promise of online reading software programs in supporting early readers with reading, motivation, and/or behavioural difficulties. La motivation des lecteurs debutants et les textes qu’ils choisissent de lire ont un impact sur leur succes en litteratie et sur leur volonte de prendre part a des activites de lecture au cours des annees du primaire. Cette etude s’est penchee sur les experiences de lecture de livres electroniques de huit eleves de premiere annee. Huit eleves ont recu 10 seances de 25 minutes avec les logiciels sur une periode de 15 semaines. Des donnees qualitatives ont ete recueillies aupres des eleves, des enseignants et des parents par l’entremise de questionnaires, d’entrevues, d’observations et de notes. Les resultats suggerent que les livres electroniques sont prometteurs pour stimuler la motivation des lecteurs debutants.

Reading in the Digital Age: Using Electronic Books as a Teaching Tool for Beginning Readers.

Abstract: This study stemmed from a concern of the perceived decline in students’ reading motivation after the early years of schooling. This research investigated the effectiveness of online eBooks on eight grade 1 students’ reading motivation. Eight students were given ten 25-minute sessions with the software programs over 15 weeks. Qualitative data were collected from students, teachers, and parents through questionnaires, interviews, observations and field notes. The results suggest the promise of online reading software programs in supporting early readers with reading, motivation, and/or behavioural difficulties. La motivation des lecteurs debutants et les textes qu’ils choisissent de lire ont un impact sur leur succes en litteratie et sur leur volonte de prendre part a des activites de lecture au cours des annees du primaire. Cette etude s’est penchee sur les experiences de lecture de livres electroniques de huit eleves de premiere annee. Huit eleves ont recu 10 seances de 25 minutes avec les logiciels sur une periode de 15 semaines. Des donnees qualitatives ont ete recueillies aupres des eleves, des enseignants et des parents par l’entremise de questionnaires, d’entrevues, d’observations et de notes. Les resultats suggerent que les livres electroniques sont prometteurs pour stimuler la motivation des lecteurs debutants.

Exploring the Role of TPACK and Teacher Self-Efficacy: An Ethnographic Case Study of Three iPad Language Arts Classes.

Abstract: This ethnographic research study investigated three elementary teachers’ perceived self-efficacy beliefs and their attitudes toward mobile technology-enhanced instruction. Using technological pedagogical content knowledge (TPACK) as a guiding theory, the authors sought to determine whether and how the three knowledge components that form the foundation of the TPACK framework– technological, pedagogical or content knowledge – have similar levels of influence on teachers’ language arts teaching practices. They also examined how each teacher incorporated iPad technologically enhanced pedagogical practices and made connections to their beliefs about the role of technology and education. Data collection consisted of classroom observation field notes, teacher interviews and teacher blogs. Findings reveal that the teachers’ attitudes toward the integration of iPad technology formed a basis for how they approached their pedagogy. Compared to their technological and content knowledge, teachers’ pedagogical knowled...

ICANREAD: The Effects of an Online Reading Program on Grade 1 Students' Engagement and Comprehension Strategy Use

Abstract: This pilot study explores the impact of online electronic storybooks (e-books) on the reading motivation and listening comprehension of six grade 1 students (aged 7 years) from Ontario, Canada. The researcher measured participants’ perceived enjoyment of the online e-book reading experience using standardized listening comprehension tests, motivation questionnaires, behavioural observation checklists, and take-home e-book reading logs. The researchers used a scoring rubric to assess participants’ oral responses to a set of embedded literal, inferential, and evaluative comprehension questions within each e-book read during the program sessions. The results from this study indicate that all of the participants increased their comprehension scores from pretest to posttest after using the online e-book reading program, enjoyed the e-book reading experience, and frequently read the online e-books at home in their free time. (Keywords: E-books, Internet, listening comprehension, comprehension strategy use, beginning reading instruction, early childhood)

Flow The Psychology Of Optimal Experience

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Ending the Reading Wars: Reading Acquisition From Novice to Expert (vol 19, pg 5, 2018)

Abstract: There is intense public interest in questions surrounding how children learn to read and how they can best be taught. Research in psychological science has provided answers to many of these questions but, somewhat surprisingly, this research has been slow to make inroads into educational policy and practice. Instead, the field has been plagued by decades of “reading wars.” Even now, there remains a wide gap between the state of research knowledge about learning to read and the state of public understanding. The aim of this article is to fill this gap. We present a comprehensive tutorial review of the science of learning to read, spanning from children’s earliest alphabetic skills through to the fluent word recognition and skilled text comprehension characteristic of expert readers. We explain why phonics instruction is so central to learning in a writing system such as English. But we also move beyond phonics, reviewing research on what else children need to learn to become expert readers and considering how this might be translated into effective classroom practice. We call for an end to the reading wars and recommend an agenda for instruction and research in reading acquisition that is balanced, developmentally informed, and based on a deep understanding of how language and writing systems work.