Implementing iPAD Usage in the Classroom

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iPads Support Writing and Reading

Children in primary ages learn basic literacy skills at school and they need visual materials supporting their learning. In this case iPad apps gives teacher’s significant teaching strategies to teach them how to read, write and speak correctly during elementary school.

Bonnstette and VanOverbeke (2012) believed “The elementary classroom builds the basis for the content areas and the future success of students. From writing creative stories to fact mastery in mathematics, apps provide an engaging and interactive platform for learning.” (p. 3429).

Additionally, iPad apps help students to work cooperatively and independently. Gasparini (2011) mentioned that “iPads have also worked great for independent tasks that students could practice (using a variety of Apps for creativity, 3D viewing, searching or simply working with curriculum)”(p. 49) with technology students will get the knowledge and skills faster and easier because technology tools have many diverse and appealing ways for students to learn. McClanahan et al., (2012) said “technologies have come to redefine literacy in school, work and home” (p. 20) and it makes learning seem easier for students.

A large number of people in this generation are spending less time watching television and reading a paper books and more of their time on playing games, texting, using the computer and accessing the Internet. Those devices were essential to engaging students in their learning (Geist, 2011). iPads have many apps that are helpful for students to improve their skills in reading and writing. The educational community should consider using iPads apps as a significant factor for enhancing student learning (Geist, 2011).

Using iPads for learning in the classroom provides improved individual and cooperative learning; its capability allows a variety of functions and multimedia access. Apple has created many educational apps for students, including access to games, pictures, personal web or apps that have been shown effective to learning, in more creative ways; its architecture allows programs to be appropriate with other Apple products, improving sharing and cooperation (Omiterue, 2012).

Furthermore, the most effective characteristic of the iPad is the capability to adapt and produce different contents via their applications (Gasparini, 2011). McCombs and Liu (2011) believed that “understanding the impact of iPad in the delivery of curricula will help educators develop efficient and effective course materials” (p. 522) and this also helps the schools district to know what hardware support and maintenance funding and have a high quality for students and teachers to use it in schools.

Students prefer eBooks and their associated apps for reading because they can change the story or change the characters as they are reading. This motivates students to want to read because they can make the story about themselves; it becomes personal and so is more interesting. They can build their own stories at their own pace and then share their new creation with the rest of the class (Geist, 2011).

iPads applications, help new or struggling readers make more sense of what they are reading, it helps them learn how to correctly pronounce new words, and how to use them correctly in a sentence. One student, diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), used eBook in iPad apps and eReader to improve his reading, wa...

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...usage. The focus on previous surveys have been weighted for math and science students, but the focus of this study will be to investigate teacher perception about how iPad can increase language arts skills and knowledge.

Research Questions

1. What apps are used effectively in the classroom?

2. How are iPads used in the classroom to support writing and reading skills?

3. What are the benefits of using iPads in the classroom?

4. What are the challenges of using iPads in the classroom?

Possible Limitations

iPad technology is relatively new, but Apple has developed many appropriate and interesting apps that can have a positive impact in the classroom. However, the research surrounding these tools is not as extensive as it could be and there is a lack of data about their impact in elementary schools. For this reason, this paper is limited when addressing its usage in the lower grades and there is much more information about their success in the upper grades. The data seems to show that they are an engaging and productive tool for those grades and it is assumed they will be very successful in the lower grades, too, especially as these are true digital natives.

Definition of Terminology

CCSS: Common Core State Standards that meet quality education standards

Apps: Applications; programs for use on mobile devices

AML: Access My Library; online program for reading, related multi-media activities

ADHD: Attention Deficit Hyperactivity Disorder; can hinder learning

MMDs: Mobile Media Devices that lets users’ access educational materials from anywhere.

Wi Fi: Wireless; technology that allows an electronic device connect to the Internet without being connected by a cord or other device
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