Professional Documents
Culture Documents
Student Success with iPad Technology in Literacy Learning at the Kindergarten Level
Mark Lamey
Introduction
For students entering kindergarten today, mobile device technology is the norm, and (consciously or
sub-consciously) an integral part of their daily lives. A vast majority have had previous experience, and
extensive exposure, to digital devices prior to entering kindergarten. The progenitors of early childhood digital
technology experiences are often, though not exclusively, parents. In most cases they regard their childrens use
Nevertheless this typical early exposure to such technology, students entering the formal education
system often find their use of portable digital devices suppressed an important potential tool for learning lost.
As one researcher noted: Our students have changed radically. Todays students are no longer the people our
These Digital Natives, as Prensky calls them, have been involved with technology from infancy, and
are well versed in this new digital language, if not more so, that conventional linguistics.
From this writers personal and professional observations of the inconsistent implantation of Information
and Computer Technologies (ICTs), a certain trend, warranting further research, emerges. it appears some
educators consider technology fad, assuming and or hoping it will simply run its course after which proper
Supporting this authors thesis is the emergence of school mandated no mobile device policies. On
the surface, such restrictions, and the often that follow, suggest it has more to do with the resistance on the part
of the teacher and administrators than with the reality of their youngest students. The apparent bias toward
policing technologies rather than adopting teaching practices utilizing them suggest the social and educational
experiences of the providers are receiving more attention than the needs and realities of the receivers.
In dialogue with several teachers of early school learners, this writer has noted, among other complaints,
the following explanations or justifications regarding roadblocks to implementation of these mobile digital
Success with iPads in Kindergarten Literacy Learning 3
devices: Lack of time, lack of support, and lack of professional development concerning ICTs. Accepting these
concerns as genuine does not address a central concern: What effect does the lack of digital device integration
into mainstream curriculum and practice have on the learning potential of students, and in particular those truly
Digital Natives, kindergarten students? Accordingly, this research will focus on early/first time formal
The emergence and maturation of Apples first iPads in 2010 holds potential in affecting and effecting
literacy practices at the kindergarten level, the implementation of these mobile touch technologies combined
with a wide variety of learning application, (apps) that enhance and expand learning opportunities, is an
opportunity not to be oppressed out of distrust, misunderstanding, or potential challenges. Yet despite the
potential of these game changing devices possess, the iPads relatively recent arrival has yielded relatively few
studies exploring students interactions with these devices and the learning value derived from interaction with
them (Fallon, 2013). There has been some progress: The question now most commonly asked by educators is
not whether or to what extent these technologies should be used with young students but rather how it should be
used Clements & Sarama (as cited in Couse & Chen, 2010). This authors study will attempt to explore the gap
between teachers beliefs surrounding the role this digital technology should play for the literacy development
of kindergarten students, and the success, or lack thereof, with literacy learning processes and the use the iPads,
Statement of Problem
Literacy success at the kindergarten level is promoted through a variety of multimodal approaches, for
instance the practice of speaking, writing and visual representations. While the broad areas to be covered in
achieving literacy for your students remains relatively static, the use of iPads and learning apps open more
pathways to success, allowing for the moving away of traditional dependence on the static page to a more
screen based approach. Educators embracing this shift can go along way in supporting students use of these
digital devices and guide their understanding of learning by literately and figuratively inviting them to act and
Success with iPads in Kindergarten Literacy Learning 4
produce meaning themselves (Sandvik, 2012). With this backdrop and working hypotheses from personal
observation and experience, and bearing in mind the need to limit the scope of study to manageable parameters,
What is the relationship between kindergarten teachers acceptance and implementation of iPads
Literature Review
The integration of educational technologies into child learning practices can lay the foundation for
remarkably positive outcomes for children, McManis and Gunnewig (2012) study suggest that educational
technologies play an important role in childrens learning when it is based on research, child development
theory, and developmentally appropriate practices, and when it aligns with curriculum. The research review for
this study concentrated on three areas of interest as it relates to educators issues of using iPads and apps at the
kindergarten level, and students success in using it to achieve curriculum goals in literacy learning.
(1) Teachers perceptions and biases toward the value of integrating new technologies into their teaching
practices,
(2) The role professional development plays in the successful integration of mobile digital technologies
(3) Considerations for apps selection that allows for student success in the scaffolding of learning
outcomes.
The expectation being considered with regard these areas of research is that if all three are successfully
addressed it allows for success with kindergarten educators use of iPad technology and measurable
Overcoming resistance
Success with ICTs integration requires more than the basic introduction of the digital device as a
standalone entity. For example, a re-conception of how the educator approaches the curriculum and lesson plan
to properly exploit the mobility of the digital device (s) is required. Previous studies have highlighted the fact
that teachers often have difficulty visualizing and perceiving how the newest digital technologies allow for
integration with their own teaching practices and experiences. This perceptual deficit becomes an obstacle
which either delays or forestalls altogether the adoption of technologies which otherwise might enhance student
Prior research has confirmed that factors such as hollow interpretations, or uninformed perceptions,
regarding integration of ICTs into instruction make it unlikely, in the near or long term, to achieve authentic
curricular integration (Hutcheson & Reinking, 2011). Indeed, Hutcheson and Reinking (2011) specifically
challenge teachers to actively question their perceptions. These researchers expressed the central question
bluntly: What do you think it looks like to integrate technology into literacy instruction?(p. 322).
The data suggest that virtually all literacy teachers believe technology should be integrated into
instruction, but two thirds indicated that it played a supplemental role (Hutcheson & Reinking, 2011). This
conflict between the overall need for integration (high) and the priority of that integration (low) was found by
Hutcheson and Reinking to originate in the subject teachers basic lack of understanding about how to integrate
With the decision to incorporate technology resting primarily on the shoulders of the classroom teacher,
it is their specific attitudes and beliefs toward teaching, learning and technology that require examination,
understanding, and change. The potential benefits of such fundamental changes are echoed in early the evidence
of Chiong and Shuler (2010). Their study proposed that children could learn from well-designed educational
apps. Coupled with the Hutcheson and Reinking (2011) data model, which suggests that a educators stance
toward ICTs may be a better predictor of ICT integration than the amount of administrative or other support
Success with iPads in Kindergarten Literacy Learning 6
they receive, the weight of existing research clearly supports the potential benefits of digital technologies, with
A nine week literacy study conducted by Bebell, Dorris & Muir (2012), focused on Observation Survey
of Early Literacy Achievement (OSELA) assessments reports scores finding that results were consistently
higher for students using iPad technology than scores observed in the comparison groups. With the existence of
such evidence supporting measurable benefits from integration of iPads in curriculum practices, subsequent
empirical studies pertaining to iPad integrations in education has centered on niche uses such as literacy skill
development, enhancement of learner engagement, and promotion of learner independence, along with the
Accordingly, there are clear indicators that effective professional development promoting teacher facility with
iPad classroom integration is a key factor for success. The support of curriculum scaffolding by early childhood
practitioners using iPads is a critical factor identified regarding the knowledge and skill necessary to effectively
This authors study sets out to examine teacher skills and biases toward effective use the iPad devices
with literacy development in kindergarten children, beginning with an assessment and understanding of the
subject teachers current and actual attitudinal and skills status regarding mobile, digital technology. With this
knowledge, teachers could be provided opportunities for professional development, thereby enhancing
prospects for successful integration of iPads, as a tool for early childhood literacy learning.
In this vein, more recent research (Faloon, 2014), has identified that only limited data exists regarding
teacher attitudes and perceptions regarding integration of digital tools in their pedagogical practice at the
kindergarten level. This is notwithstanding the obvious appeal of such devices for kindergarten level students,
such as portability, and the wide availability of educational apps and related resources. Additionally, the
Success with iPads in Kindergarten Literacy Learning 7
available data from Hutchenson and Reinking (2012) indicates that access limitations for digital technologies
and a lack support results in stunted growth for literacy development practices.
Regardless, the reality educators face is the rapid pace by which new mobile digital and networked
technologies are being developed for possible use in the classroom. Ignorance or fear of this reality, manifested
as a lack of appropriate professional development, is one of the key factors hampering teacher-level integration
of such technology into their curriculum Bauer & Kenton; Stolle (as cited in Hutcheson & Reinking, 2011).
While the Bauer and Keaton; Stolle (as cited in Hutcheson & Reinking, 2011) research does not specifically
address these issues in the context of kindergarten teachers and literacy education, it does suggest that lack of
appropriate professional development is one of the prominent reasons why teachers do not integrate technology
For professional development to enhance classroom inclusion of iPads for instructional purposes, it must
bring together strategies which are not just technologically practical, but also educationally sound. McManis
and Gunnewig (2012) research, acknowledge that educational technologies can play an important role in
childrens learning, but must be based on research, child development theory, and developmentally appropriate
practices, aligned with curriculum goals. To be attainable, teachers must be provided appropriate and regular
professional development opportunities. These are true conditions precedent to any expectation of successful
and effective integration of technologies such as iPads into early childhood literacy education.
Teachers need this training in advance of making important decisions about matters such as appropriate
educational apps, the platform for those apps, and the distribution of hardware. Such training, as a regular part
of Professional Development, would allow for the scaffolding of curriculum goals when assessing the
usefulness of iPads use for literacy learning. Teachers are more likely to integrate technology authentically and
effectively when they have the received sufficient education permitting them to conceptualize the integration of
When working with mobile digital devices like the iPad, the research of McManis and Gunnewig (2012)
indicated that student familiarity with factors such as device portability and shared displays made it easier for
students to cooperate, enhanced their participation, and promoted effective teamwork and sharing.
The app market for educators and young children continues to grow exponentially; the main conduit for
iPad apps, iTunes, has specifically dedicated sections for educational apps. Chiong & Shuler (2010) research
indicates young children are now spending upwards of four hours per day on some form of mobile, digital
device(s), it is reasonable to assume a high level of comfort and facility in the digital domain. McManis and
Gunnewig (2012) indicate that students familiarity with devices portability and shared display make it easy for
To be effective, teachers need to be on par with their students knowledge of mobile digital devices.
Faloon (2014) for example, suggests, when selecting apps, that teachers take the time to evaluate them
independently, in order to ensure they meet both teaching objectives and student requirements. Clearly, and as
stated earlier in this paper, there is great promise for digital devices in literacy attainment, as long as certain
With the foregoing in mind, an important questions arises: What, in particular, makes an app useful for
literacy instruction with kindergarten students? Games are reported to be the most popular app category
downloaded on mobile digital devices used by children, but such apps often lack a clear developmental focus,
and suffer from other distracting elements and inconsistencies from an educational perspective ( McManis &
Gennewig (as cited in Sandvick, 2012). These researchers suggest a set of queries to be posed when assessing
software programs that have the potential to strongly impact childrens learning experiences. Through such a
pre-implementation inquiry process, attention must be given to the educational value of a program, its ability to
engage a child in learning, its child-friendliness, the interactivity between child and the program, and the
leveraged to fit the play-based model commonly employed in many kindergarten pedagogies, while limiting
problems arising from a lack of an established and widely accepted learning theories and practice standards for
mobile technologies. Despite the challenges in the effective assessment, pedagogy and design of new
applications for learning Schuler (as cited in Chiong & Shuler, 2010), Sandvick (2102) highlighted a recent
study in which kindergartners were randomly assigned to use an iPad to focus on literacy, with those children
using the devices experiencing considerably greater educational gains that those not so equipped.
However, despite such results, implementation of educational apps without assessing their
value for meaningful learning, in advance, and with defined research-based criteria, still risks limiting the
potential of such tools. To maximize the utility of apps and devices for early education literacy requires the
adoption of new technology-specific instructional goals, new standards of monitoring and assessment, and
open-minded attitudes.
Faloon (2014), acknowledged that his study might be criticized for its limited focus on content
consumption (which relates to device use as a portal), rather than the iPads content creation potential.
Consequently, in this authors study, the iPads abilities in content creation will be examined as well.
Specifically, assessments will account for the Vygotskyan scaffolding tradition of building on knowledge and
experience of peers to problem solve, as well as the Piagetion tradition, where children make sense of the world
Methodology
A mixed methodology approach in appropriate given the goals of this study. Data collection is planned,
both pre and post treatment, in the form of literacy learning assessments, utilizing two groups of kindergarten
students. One group, the control group, will use pre-existing methods of instruction to achieve curricular
learning goals in literacy. The experiment group will be introduced to literacy learning through the use of the
Success with iPads in Kindergarten Literacy Learning 10
iPad, and three pre-selected learning apps emphasizing student interaction and scaffold literacy learning, along
Student qualitative data collection will occur in a quasi-experimental environment, employing a time
series design. Students in the both groups will be repeatedly tested, pre and post treatment, using Fontas and
Pinnels Reading and Writing Record Assessment (Appendix A). Groups will be assessed using the same tests
and measures. Only one group, the experimental group, will have use of the iPads and software apps.
The impracticality (in the present research venue) to introduce a completely random selection of student
participants to either group, control or experimental, makes the quasi-experimental research approach suitable
for this study. The kindergarten teacher of the experimental group will also conduct regular quantitative data
recording through digital journal entries, capturing additional evidence of any successes or failures integrating
It is anticipated this study will cover a seven month time period, including pre and post study data collection
and analysis, with a suggested June start, and December conclusion (Table 1).
Contact with schools will take place in late spring of the year preceding the study (Appendix B).
Advance correspondence outlining the goals and scope of the study will be sent to school administrators within
the English Language School Board (ELSB) on Prince Edward Island where enrollment populations are large
enough to foster at least two English classrooms of kindergarten students. In June of the year prior to the
Success with iPads in Kindergarten Literacy Learning 11
implementation of the study, a survey will be administered to the participating kindergarten teacher (Appendix
C). Two teachers will take part in the study; one will address the needs for the control group and one for the
experimental group. If more than one school expresses interest in taking part in the survey and meets the
Prince Edward Island schools place a cap on enrollment for Kindergarten classes (15). Registration data
obtained from school administrators will be used to ensure classroom sizes are equal and students,
demographically, are distributed between the two classes as evenly as possible. This author is aware that
additional students may enroll late for kindergarten and that this may affect the validity of results depending on
when and how many new students are enrolled, but absent exceptional enrolment or drop-out circumstances,
The teacher selected to work with the experimental group will be administer a survey to collect data
pertaining to their previous personal and professional experience using iPads (or similar devices), their potential
biases working with technology for literacy learning purposes and perceived professional development needs.
Data collected will be analyzed employing a needs analysis rubric in order to assess missing technical and/or
curricular skills and attitudes. Appropriate professional development will then be offered, with the guidance of
ELSB literacy curriculum specialists and Department of Education Technology staff, in order to provide
strategies and procedures for successful implementation of the iPad for kindergarten literacy using the three
The selected apps will be: Hairy Letters, Haiku Deck and Explain Everything (Table 2). Teachers will
then be allowed to take the iPads with installed apps home for the summer months to familiarize themselves
with the software and hardware, and to explore both the consumer and content creation potential. During this
time, the teacher will record any issues or questions they may have about the device, apps or proposed lesson
plans, for adjustment in advance of the new school year. Teachers will have access to technical support for both
Students entering kindergarten at the beginning of the study will be exposed to the iPad hardware
immediately, and given specific instructional time a resources to assure baseline proficiencies. Sundry
procedures, such as how to turn device on and off, keep it charged, adjust the volume, take pictures, open and
close apps, will be covered and reinforced to limit the interference these basic operational aspects might have
with learning processes. Teachers, at the beginning of the school year, will document the approach being
modeled through a structured daily digital journal, including reflections on student learning and recording any
matters of concern with regard to effective student utilization with the iPad devices. Teachers will be
encouraged to follow a regular and consistent structure regarding timing and frequency of iPad employment for
in-class literacy learning. This emphasis on consistency, along with other measures, is designed to decrease
extraneous factors and enhance the validity and focus of data collected.
Pretesting will take place at commencement of the school year to establish baseline student literacy
levels and identify any anomalies before the the iPad is introduced for curricular learning practices. Students
will work in pairs, allowing for a 1:2 iPad/student ratio. Usage will be limited to school property and hours,
Teacher support for student learning is critical to student success, study results, so emphasis will be
placed on teachers providing timely and effective feedback, guidance, support, encouragement and modeling for
success, and to appropriately scaffold student learning using the iPad. This should be reflected in the qualitative
Discussion
This study, although relatively small in size, holds promise for assessing the impact that a teachers skill
set, and their personal or professional biases on the successful implementation of iPads into teaching practices
promoting successful literacy learning for kindergarten students. Chiong & Shuler (2012) study, surmised that
Success with iPads in Kindergarten Literacy Learning 13
most children were able to use the device on their own without any trouble, while some children needed a little
help initially, but quickly became adept users. Orientation and basic use of iPads is not anticipated to be an
The anticipated challenge, and area for study and growth, is in how students can most effectively be
leveraged not just to use the iPad, but to do so in ways which positively impact learning, achieve curricular
goals, and promote educational growth from content consumer to content creator. This writer foresees a central
role for teachers as facilitators and gateways, rather than trainers, promoting rather than demanding use of the
iPad. As a device either specifically or generally familiar to even the youngest of students, it is anticipated a
more authentic and impactful learning experience will result as students migrate through the initial stages of
If students are left to interact with the iPad and learning apps without knowledgeable and enthusiastic
teacher guidance, the risk is that progress will stagnate in terms of literacy learning notwithstanding the fact that
most students will commence the study with some level of technical proficiency in operation of the iPad, or
similar, hardware. Thus, the teachers attitude, and consistency in maintaining enthusiasm and their own regular
use of the technology is anticipated to be a crucial factor maximizing the potential of digital device integration.
This studys approach provides opportunities for further research regarding student literacy skill
development in the areas such as non-native languages, and literacy challenges related to physical, mental or
psycho-social impediments. It is anticipated, as suggested by Chiong & Shuler (2012), that apps and related
mobile digital devices, such as iPads, can play a powerful role as in early learning experiences. Building on the
research reviewed the study that indicates that ICTs, or learning apps on mobile devices, have positive effects
on students outcomes in literacy assessment. Teachers embrace of these digital devices through effective
pedagogical practices and strong professional development support can act as the key to overcoming any bias
teachers may hold toward the implementation of iPads technology for literacy success at the kindergarten level.
Success with iPads in Kindergarten Literacy Learning 14
References
Bebell, D., Dorris, S., & Muir, M. (2012). Emerging results from the nations first kindergarten implementation
Chiong, C., & Shuler, C. (2010). Learning: Is there an app for that. In Investigations of young childrens usage
and learning with mobile devices and apps. New York: The Joan Ganz Cooney Center at Sesame
Workshop.
Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? exploring its viability for early
Falloon, G. (2014).What's going on behind the screens? researching young students' learning pathways using
Hutchison, A., & Reinking, D. (2011). Teachers' perceptions of integrating information and communication
technologies into literacy instruction: A national survey in the United States. Reading Research Quarterly,
46(4), 312.
Mac Naughton, G., & Williams, G. (2008). Teaching Young Children: Choices In Theory And Practice:
McManis, L. D., & Gunnewig, S. B. (2012). Finding the education in educational technology with early
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1-6. Retrieved March 24,
2015.
Sandvik, M., Smrdal, O., & sterud, S. (2012). Exploring iPads in practitioners repertoires for language
learning and literacy practices in kindergarten. Nordic journal of digital literacy, 7(03), 204-221
Success with iPads in Kindergarten Literacy Learning 15
Appendix
Appendix A: Fontas and Pinnels Assessment System (Reading and Writing Record Assessment)
Success with iPads in Kindergarten Literacy Learning 16
Success with iPads in Kindergarten Literacy Learning 17
Success with iPads in Kindergarten Literacy Learning 18
My name is Mark Lamey, and I am a Masters student at the University of British Columbia, This semester I am
conducting a research study to investigate the relationship between kindergarten teachers acceptance and
implementation of iPads technology and student success with literacy at the kindergarten level. I am particularly
interested in understanding how new literacies and technologies could affect future literacy instruction and
how this might connect to your understanding of future classroom instruction.
As a student enrolled in the University of British Columbias Masters in Educational Technology course, ETEC
500 Research Methodology in Education. I am requesting your participation in this research study. Participation
would be for seven months. Your agreement will allow me to work with two of your kindergarten teachers to
assess, through qualitative and quantitative means, their bias and skillset towards the successful implementation
of iPads into literacy curriculum.
Data analysis and writing will happen after grades have been submitted. All collected work will be coded and
students and teachers names and identities will be removed. The results of the research study may be published,
but the names of your students and participating teachers will not be used to protect confidentiality.
If you have any questions concerning this research study or your participation in this
study, please contact me at mvlamey@gov.pe.ca
Sincerely,
Mark Lamey
UBC Masters of Educational Technology Student
Success with iPads in Kindergarten Literacy Learning 19
Teacher Questionnaire
Name:__________________
4. Please describe how you use Information and Computer Technologies (ICTs) to support teaching and learning.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
________________________
5. Please indicate which of the following "personal" devices you have already planned,
encouraged or allowed for students to use in your classroom: Select ALL that apply.
Kindle
Kindle Fire
Nook
Android Based Tablet
Apple iPod
Apple iPad
Apple iPhone
Android Based Smart Phone
Desktop computer
Laptop computer
Netbook (a small laptop like Google Chrome Book)
Other (Please specify or provide additional comment.) _____________________________
None
6. Please indicate which of the following "personal" devices you would find valuable
for students to have available in your classroom on a regular basis: Select ALL that apply.
Kindle
Kindle Fire
Nook
Success with iPads in Kindergarten Literacy Learning 20
7. Do you currently use any of the following social media-friendly resources for
collaboration with and among students? Select ALL that apply.
Edmodo
Twitter
Facebook
YouTube
Pinterest
Instagram
Wikipedia page, Wikispaces, or similar
Classroom blog with comments allowed
Classroom webpage with comments allowed
Skype/FaceTime
Other (Please specify or provide additional comment.)________________________________
None
8. I would like to know more about the following iPad related Tools
(Check All that apply)
Movie Recording
Camera (picture taking)
Downloading Apps from the App store
Updating Apps
Recording Audio
iCloud
Facetime
Safari
Other: __________
9. What would using iPad mobile devices look like in your classroom?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
______________________________
10. With the teams support, how (curriculum or teaching strategy) would you like to try using iPad technology for
literacy learing?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
______________________________
Success with iPads in Kindergarten Literacy Learning 21
Table 1
Timeline of Research Study
Table 3
Quantitative data collection: Teacher journal writing