IPADS AS AN EARLY LITERACY TOOL

HOW DOES THE USE OF IPADS IN AN EARLY CHILDHOOD CLASSROOM PROMOTE EARLY LITERACY SKILLS?

HOPE NEALPSYCHOLOGY OF TEACHING & LEARNING-SOE 115

KENDALL COLLEGE

OVERVIEW

• The strategy that I chose is the iPad. Today, I’m going to talk about how the iPad can help promote early literacy skills in young children. I chose this topic because I have witnessed children using iPads to view books and to play different letter and letter sound games/apps. Our family iPad at home has helped my children learn basic literacy skills that helped prepare them for kindergarten. I found 3 credible sources that help back up my view on iPads.

CREDIBLE SOURCE #1• During a study conducted in 2 different preschool classrooms at Independent Preschool over a 7 week period,

results showed that iPads helped children learn early literacy skills (Beschorner, & Hutchison, 2013).

• iPads helped children develop an awareness of print because a child has to click on a specific area in order to continue on an app. Each area has a representation symbol/print on it. The children become aware of the particular symbols and print (Beschorner, & Hutchison, 2013).

• iPads also help with emergent writing skills. Children can draw images and letters on certain apps. This helps them begin to form their letters, numbers, and allows these children to view themselves as writers. An app called Magnetic ABC’s allows children to trace and begin to form particular letters (Beschorner, & Hutchison, 2013).

• Another potential benefit of the iPad was to help children connect reading, writing, speaking, and listening skills together. There are several story telling apps that allow children to read aloud, listen, write, and allow them to record themselves. These features on these apps give children skills in all 4 areas of emergent literacy (Beschorner, & Hutchison, 2013).

CREDIBLE SOURCE #2• Kristi Meeuwse is a kindergarten teacher from Charleston, South Carolina who has also been selected as an

Apple Distinguished Educator. She also provides staff development in literacy and technology for the Charleston County School District. As this is only a blog, I feel that Kristi is a credible source due to her experience with this specific topic.

• In Kristi Meeuwse’s classroom, she uses iPads to help with literacy extension activities. As Kristi states, “The iPad is perfectly suited for these extension activities with creation apps that allow students to show what they know by making their thinking visible, extending their thinking, and by reflecting on learning (Meeuwse, 2015).”

• When iPads are used to read a story and strengthen literacy skills, we are moving beyond the concrete and are taking language skills to the next level. We can talk about intangible aspects of the text. Rhyming words is an activity from an iPad app that can scaffold learning for more advanced literacy skills (Meeuwse, 2015).

• Kristi has taught young children for years and has witnessed personally how iPads have helped encourage early literacy skills in her students.

CREDIBLE SOURCE #3

• My final source that I used was based off a study that was done on 20 at-risk 4 year olds that attended a Head Start program. The study was done to figure out if iPad applications helped to enhance alphabet knowledge, matching, and number concepts in the at-risk children. While there was no significant statistical differences found in this particular study, results did show that apps on upper case and lower case letters showed strong effects. These results suggested moderate to high practical significance (Brown, & Harmon, 2013).

• “Results indicated that while statistical significance was not obtained, practical significance was found for the use of iPad applications to support learning in the preschool skill areas of alphabet knowledge (Brown, & Harmon, 2013).”

ANALYSIS

• My 3 different sources provided some similar and different information. While my final source did not provide as much beneficial information, the other 2 were highly supportive in evidence for iPads promoting early literacy.

• My final source was about a research study that did not prove enough statistical data to support my view of iPads. However, practical significance was indicated. My 2nd source came from a blog from an experience professional within this topic area. She had hands-on experience working with children and iPads. My 1st source was another research study that did show high effects in iPads promoting literacy.

CONNECTIONS

• My 2nd source, which was a blog written by Kristi Meeuwse, connected Vygotsky’s theory of scaffolding in her view of how iPads have extended opportunities to scaffold students to the next level of literary learning. In this case, the iPad would be the MKO (more knowledgeable other). According to Meeuwse, IPads can help children expand on their thinking by the different apps and interactions from the stories. Children also get the chance to practice what they have learned hands on with the iPad apps (Meeuwse, 2015).

CONCLUSIONS

• Evidence provided from my sources proves how early literacy skills can be increased from the use of iPads in the early childhood classroom. There was a study done with 2 different preschool classrooms that showed the increase in literary knowledge after use of the iPads. Another study revealed practical significance in upper and lower case letter knowledge. I also gained information from a teacher/apple extinguished educator who has had years of experience in this field.

COMMUNICATION WITH FAMILIES

• If a parent asked me what the significance of using an iPad in an early childhood classroom was, I would reply by saying the following statement. “From my personal experience and research, I have learned that iPads are great tools in helping children strengthen their literacy skills. There are several applications available on iPads that help children with letter recognition, writing their letters, and with practicing their reading and listening skills as well. Applications can also help children expand on what we are learning in class.”

REFERENCES

• Beschorner, B. & Hutchison, A. (2013). iPads as a literacy teaching tool in early childhood. International Journal of Education in Mathematics, Science, and Technology, Vol. 1, Num. 1. Retrieved 01/13 from [http://ijemst.com/issues/2_Beschorner_Hutchison_.pdf]

• Brown, M. & Harmon, M. T. (2013). iPad Intervention with At-Risk Preschoolers: Mobile Technology in the Classroom. Journal of Literacy and Technology. Vol. 14, Num. 2. Retrieved 10/13 from [http://www.literacyandtechnology.org/uploads/1/3/6/8/136889/jlt_14_2_harmon_brown.pdf]

• Meeuwse, K. (2015, March 31). Building Early Literacy Skills with iPads. [Blog]. Retrieved [March 31, 2015], from [https://iteachwithipads.net/2015/03/31/building-early-literacy-skills-with-ipads/]