Parent and PreService Teacher Partnering in a Technology-Based Home Intervention: Preliminary Findings

摘要

This small-scale Australian study employed a mixed method design to explore the perspectives of parents and preservice teachers who worked together on a technology-based home intervention to better engage children aged 4-5 years with communication difficulties in the family morning routine. A mini-iPad was used by each parent to support their child's learning of self-care skills, and parents were individually coached on the technical and pedagogical aspects of the intervention by preservice teachers. Preliminary results from parent interviews, preservice teacher weekly reflections, and parent and preservice teacher online surveys provided strong support for the use of the iPad as a promising tool for interventions of this kind.