Background Information of Use of Practice
iPads and other tablet devices have been relatively unexplored as tools for literacy learning. Hutchison, Beschorner, and Crawford (2012) used iPads to teach new literacy skills and to enhance students’ learning opportunities to practice print-based literacy goals in a 4th-grade classroom. The authors concluded that the teacher did meet her print-based, literacy goals while simultaneously introducing new technological, literacy skills. Using iPads provided students with visual images to go along with text to help students better understand what they read. These researchers recommend that teachers first become familiar with the literacy and technology goals for their school and district and then discuss with school leadership how iPads could facilitate these goals and pedagogical practices. Teachers could design classroom literacy activities in the areas of comprehension, fluency, vocabulary, and so forth that will utilize the iPad’s unique features.
A small district in northern California (Hutchison, Beschorner, & Crawford, 2012) had success in employing new technology through a Digital Media Academy model of professional development. Once the iPads were introduced in the classroom, the teachers were surprised to report a development of collaboration and teamwork among their students. Having the iPad cart available for instant access allowed teachers to differentiate instruction, use teachable moments, or plan lessons. The teachers reflected that the iPad was a transformative tool for their teaching and student success in their classrooms.
Technology can support the cognitive and social growth of young children if used in a purposeful way. Dobler’s (2012) work with first-graders using iPads provides anecdotal evidence that children can work together to use many different apps for differentiated literacy practice with limited teacher assistance. “The multiple literacies of children in the 21st century may be influenced by the increasing importance of digital technology and young children’s increasing immersion in interactive media” as cited in (Beschorner & Hutchison, 2013). Literacy instruction could be transformed with meaningful integration of technology.
A small district in northern California (Hutchison, Beschorner, & Crawford, 2012) had success in employing new technology through a Digital Media Academy model of professional development. Once the iPads were introduced in the classroom, the teachers were surprised to report a development of collaboration and teamwork among their students. Having the iPad cart available for instant access allowed teachers to differentiate instruction, use teachable moments, or plan lessons. The teachers reflected that the iPad was a transformative tool for their teaching and student success in their classrooms.
Technology can support the cognitive and social growth of young children if used in a purposeful way. Dobler’s (2012) work with first-graders using iPads provides anecdotal evidence that children can work together to use many different apps for differentiated literacy practice with limited teacher assistance. “The multiple literacies of children in the 21st century may be influenced by the increasing importance of digital technology and young children’s increasing immersion in interactive media” as cited in (Beschorner & Hutchison, 2013). Literacy instruction could be transformed with meaningful integration of technology.