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Using iPad Devices in Field Courses: An Exploration with Literacy Teachers

Using iPad Devices in Field Courses: An Exploration with Literacy Teachers. KSRA Annual Conference, October 18, 2013 Diane Santori dsantori@wcupa.edu Carol Smith csmith3@wcupa.edu West Chester University. Promise of iPad devices. Engaging (Dalton & Proctor, 2008)

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Using iPad Devices in Field Courses: An Exploration with Literacy Teachers

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  1. Using iPad Devices in Field Courses: An Exploration with Literacy Teachers KSRA Annual Conference, October 18, 2013 Diane Santori dsantori@wcupa.edu Carol Smith csmith3@wcupa.edu West Chester University

  2. Promise of iPad devices • Engaging • (Dalton & Proctor, 2008) • Bridge home & school • (Richardson, 2010) • Address Digital Divide concerns • (Coiro, Knobel, Lankshear, & Leu, 2008) • May meet special needs • (IDA, 2000; Raggi & Chronis, 2006)

  3. Exploring the Promise must be grounded in research regarding • Learners’ Skills • Pedagogy • Teachers’ Dispositions

  4. Research Questions What are the affordances and limitations of utilizing the iPad to enhance literacy instruction? What attitudes do teachers and students display when using iPad devices for literacy teaching and learning? Why do teachers choose to use particular apps to promote literacy development?

  5. Context • Study with 14 graduate students and 7 struggling readers, worked at reading center on campus for one semester

  6. Data Collection • Pre/Post surveys with children; grad students read and discussed items with their tutees • Pre/Post surveys completed by graduate students on the iPad • Written reflections • Postings on electronic discussion board about applications

  7. Findings • iPad easy to use; valuable applications quickly identified • Applications addressed various literacy components • Chose applications based on students’ needs, professor and peer recommendations • Graduate students demonstrated development of TPACK; “appreciate the balance that must result from including mobile technology into literacy instruction”

  8. Affordances • Motivation & Engagement • Greater time on task • Writing stamina • Immediacy of feedback • Extrinsic motivation

  9. Limitations • Distractions may impede comprehension • Typing challenges • Focus on spelling; errors are highlighted

  10. “Tomas enjoyed the e-book, Green Eggs and Ham. When he touched a word, it would light up and say it. He could touch the animation and a label would appear. When we recorded Tom’s reading and played it back to him, he was surprised that he “sounded good” and that “he wasn’t reading as slow as he thought.” These insights helped him regain confidence and work even harder to read more difficult text without hesitation.

  11. Popular Applications • Scribble Press • Popplet • Puppet Pals • Pages • I Can Spell • Storia

  12. Implications for Teaching • Recommend with confidence use of iPads for literacy learning and teaching • Evaluate the application and eBook • Extend field-based experiences with mobile devices • Measure student progress – quantitative and qualitative • Consider the learner

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