New directions for early literacy in a digital age: The iPad
By R. Flewitt, David Messer, Natalia Kucirkova. 2015
356 citations recorded by the source corpus.
In this paper, we discuss how iPads offer innovative opportunities for early literacy learning but also present challenges for teachers and children. We lent iPads to a Children’s Centre nursery (3- to 4-year-olds), a primary school reception class (4- to 5-year-olds) and a Special School (7- to 13-year-olds), discussed their potential uses with staff in pre- and post-interviews and observed how they were integrated into practice over a two-month period. We found variability in the ways iPads were used across the settings, but a commonality was that well-planned; iPad-based literacy activities stimulated children’s motivation and concentration. They also offered rich opportunities for communication, collaborative interaction, independent learning, and for children to achieve high levels of accomplishment. In some cases, this led teachers favourably to re-evaluate the children’s literacy competence, and enabled children to construct positive images of themselves in the literacy classroom. Practitioners particularly valued the opportunities iPads afforded to deliver curriculum guidelines in new ways, and to familiarise all students with touch-screen technologies.
Subfields: Education, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/59f1201737a939f5d2fca1279771ed8cea4531c7
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In Education
Citations in the corpus
- Math Shelf: A Randomized Trial of a Prekindergarten Tablet Number Sense Curriculum (2016, background): “Apps that introduce learning games, puzzles, and videos have become a part of many middle- and high-income children’s daily lives (Flewitt et al., 2014; Schneider et al., 2012; Siegle, 2013).”