New Directions for Early Literacy in a Digital Age: The iPad

Autor/inn/en	Flewitt, Rosie; Messer, David; Kucirkova, Natalia
Titel	New Directions for Early Literacy in a Digital Age: The iPad
Quelle	In: Journal of Early Childhood Literacy, 15 (2015) 3, S. 289-310Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798414533560
Schlagwörter	Forschungsbericht; Test; Fragebogen; Foreign Countries; Handheld Devices; Educational Technology; Technology Integration; Preschool Children; Elementary School Students; Student Motivation; Learner Engagement; Attention Control; Educational Benefits; Literacy Education; Self Esteem; Learning Disabilities; Semi Structured Interviews; Observation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schulische Motivation; Aufmerksamkeitstest; Bildungsertrag; Self-esteem; Selbstaufmerksamkeit; Learning handicap; Lernbehinderung; Beobachtung
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01